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dc.contributor.authorNg, Chi-Hungen_US
dc.contributor.editorProfessor Christopher Dayen_US
dc.date.accessioned2017-05-03T15:06:47Z
dc.date.available2017-05-03T15:06:47Z
dc.date.issued2010en_US
dc.date.modified2011-07-05T10:07:52Z
dc.identifier.issn13540602en_US
dc.identifier.urihttp://hdl.handle.net/10072/36869
dc.description.abstractPracticing teachers often engage in continuous professional learning with certain career considerations. Based on achievement goal theory, this study explored the effects of career goals on teacher's learning using a sample of practicing teachers in Hong Kong. Two forms of career goals were assessed using a questionnaire. Professional learning goals orient teachers to learn for improving professional competence by acquiring professional knowledge and understanding, and extrinsic career goals focus teachers on learning for tangible benefits such as career promotion and higher professional qualification. Results derived from regression analyses confirmed that professional learning goals were the most significant goals in predicting adaptive use of learning strategies, regulatory strategies, and positive attitudes towards learning. Extrinsic career goals predicted the use of surface strategies. This study also found that self-efficacy mediated the effects of different goals on learning. Cluster analyses provided additional findings confirming the importance of professional learning goals in teachers' goal profiles.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Kingdomen_US
dc.publisher.urihttp://www.tandfonline.com/doi/abs/10.1080/13540601003754806en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom397en_US
dc.relation.ispartofpageto422en_US
dc.relation.ispartofissue4en_US
dc.relation.ispartofjournalTeachers and Teachingen_US
dc.relation.ispartofvolume16en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchTeacher Education and Professional Development of Educatorsen_US
dc.subject.fieldofresearchcode130313en_US
dc.titleDo career goals promote continuous learning among practicing teachers?en_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.date.issued2010
gro.hasfulltextNo Full Text


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