Personal goals as predictors of intended classroom goals: comparing elementary and secondary school pre-service teachers.

Compared with primary education, literature records that there are fewer target structures in the classroom of junior high school. However, little is known about how individual goal targets affect the structure of classroom goals. This applies especially at the teacher level before inauguration. Our goal is to investigate whether preschool teacher's personal goals predict the target structure of their expected class.

Participants were 125 elementary schools and 175 junior high school teachers from two universities in western Canada.

Use the structural equation model to see if the structural relationships of individuals and the potential average and expected target structure of the lesson differ from those of the preschool teachers of elementary and secondary education.

The results show that individual goals predict the structure of the goal the preschool teacher is trying to establish, but the relationship and means between elementary school and junior high school preschool teacher are different. Specifically, in individual proficiency approaches, the first stage objectively predicts the learning objectives of the classroom more actively than in the second stage. In addition, the personal average proficiency of the teacher before inauguration - the potential average score of the enrollment goal is considerably higher than the other support teachers.

The current recorded classroom structure compared to the elementary school, the current record of the difference may be based on the personal goal recognized as a preschool teacher. The results will be further discussed along with the results of the teacher's individual and classroom goals being practiced, and the impact on teacher education.

Three states (Georgia State, New York State, Oklahoma State) set up a pre-K program to bring children to school and further advance test targets for primary and secondary reform movement from the mid-1990s to the latter half did. Although these courses are close to European models, services are only offered for one year of lesson time, but a coherent European course is usually offered for three years. We will review and provide information on the two major issues of early care and educational goals the government has dealt with. First of all, is early care and education in the US a goal, or is it a popular goal? Second, the importance of the US government against child development, school preparation, and child rearing so that parents can work?

Title: Structure of Early American Care and Education: Historical Evolution and International Comparison

The results show that individual goals predict the structure of the goal the preschool teacher is trying to establish, but the relationship and means between elementary school and junior high school preschool teacher are different. Specifically, in individual proficiency approaches, the first stage objectively predicts the learning objectives of the classroom more actively than in the second stage. In addition, the personal average proficiency of the teacher before inauguration - the potential average score of the enrollment goal is considerably higher than the other support teachers.

Predictor of personal goals as expected class objectives: Comparison of preschool teachers between elementary school and junior high school

Compared with primary education, literature records that there are fewer target structures in the classroom of junior high school. However, little is known about how individual goal targets affect the structure of classroom goals. This applies especially at the teacher level before inauguration. Our goal is to investigate whether preschool teacher's personal goals predict the target structure of their expected class. The results show that individual goals predict the structure of the goal the preschool teacher is trying to establish, but the relationship and means between elementary school and junior high school preschool teacher are different. Specifically, in individual proficiency approaches, the first stage objectively predicts the learning objectives of the classroom more actively than in the second stage. In addition, the personal average proficiency of the teacher before inauguration - the potential average score of the enrollment goal is considerably higher than the other support teachers.

Predictor of personal goals as expected class objectives: Comparison of preschool teachers between elementary school and junior high school