CONCEPTIONS OF TEACHING AND LEARNING AND GOAL ORIENTATION OF PROSPECTIVE TEACHERS

The present research focuses on the relationship between conceptions of teaching and learning and goal orientation of prospective teachers. The present study was conducted in Mumbai, India and the data was collected from the studentteachers pursuing B.Ed. from University of Mumbai. The purpose of this study was to determine number of prospective teachers in teacher education institutions having constructivist conceptions of teaching and learning and whether goal orientation and gender would influence their conceptions. The data collection method was done using quantitative approach’s descriptive research using ready-made research tool. There were two research tools used namely, teaching and learning conceptions questionnaire (TLCQ) by Chan & Elliott (2004) and achievement goal questionnaire revised (AGQ-R) by Elliot and Murayama (2008). TLCQ had two dimensions i.e. traditional conceptions and constructivist conceptions. AGQ-R had four dimensions i.e. mastery approach, mastery avoidance, performance approach and performance avoidance. The TLCQ and AGQ-R tools were administered on three hundred and twenty seven prospective teachers selected by applying probability sampling technique. The Pearson correlation coefficient technique was applied for inferential analysis. Findings revealed a significant relationship among goal orientation (performance approach & mastery approach and performance avoidance & mastery avoidance) and conceptions of teaching and learning (traditionalist and constructivist). The result indicated a clear relationship between female prospective teachers’ conceptions of teaching and learning and goal orientation whereas there was no significant relationship of male prospective teachers’ conceptions of teaching and learning and goal orientation. Thus, those female prospective teachers showed higher inclination towards constructivist conceptions of teaching and learning had a positive influence of goal orientation as compared to male prospective teachers. From the preceding, it is clear that the prospective teachers would need to be aware of their goals as it has a significant relationship with the conceptions of teaching and learning, especially the male prospective teachers must be clear with their goals. Implications of these results for the improvement of conceptions of teaching and learning of prospective teachers and for further research have been draw