Chinese Tertiary Teachers' Goal Orientations for Teaching and Teaching Approaches: The Mediation of Teacher Engagement

Autor/inn/en	Yin, Hongbiao; Han, Jiying; Lu, Genshu
Titel	Chinese Tertiary Teachers' Goal Orientations for Teaching and Teaching Approaches: The Mediation of Teacher Engagement
Quelle	In: Teaching in Higher Education, 22 (2017) 7, S.766-784 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Han, Jiying)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2017.1301905
Schlagwörter	Foreign Countries; College Faculty; Goal Orientation; Teacher Motivation; Teacher Surveys; Mastery Learning; Student Centered Learning; Preferences; Teaching Methods; Measures (Individuals); Structural Equation Models; Factor Analysis; Correlation; Statistical Analysis; China + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Zielorientierung; Zielvorstellung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Messdaten; Faktorenanalyse; Korrelation; Statistische Analyse
Abstract	This study investigated the effects of Chinese tertiary teachers' goal orientations for teaching on their approaches to teaching mediated by teacher engagement. In a survey of 597 Chinese tertiary teachers, the respondents placed particular emphasis on relational and mastery goals and expressed a preference for student-focused approaches to teaching. An emphasis on mastery goals was found to predict a preference for student-focused teaching, whereas ability-approach and work-avoidance goal orientations predicted a preference for teacher-focused teaching. Ability-avoidance and relational goals were found to be positively related not only to teacher-focused approaches but to student-focused approaches to teaching as well. In addition, teacher engagement was found to significantly mediate the effects of ability-approach, mastery and work-avoidance goals on teacher-focused intention, student-focused intention and student-focused strategy. These results have significant implications for Chinese higher-education institutions in light of their transition from teacher-focused to student-focused approaches to teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01