Abstract

The purpose of this study is to examine the effect of Van Hiele theory-based teaching educational package on achievement goal orientation among student teachers. Research method of this study was quasi-experimental with plan of pretest-posttest and control group. Statistical population includes all student teachers Farhangian University of Isfahan, Iran so that two groups of participants with 176 members were randomly assigned to experimental and control groups responded the standardized questionnaire of achievement goals including four types of orientations mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance. To analyze the obtained data from questionnaire, descriptive statistics and Analysis of Variance (ANOVA) was used. According to the obtained result, the mean difference between pretest and posttest scores of experimental group was significantly more than control group in terms of orientation of mastery-approach (mastery-oriented). This difference was not significant for other variables in two experimental and control groups. People with mastery-oriented goals try to increase their abilities emphasizing on perception, vision and skill. Hence, educational package is suggested to develop and improve competences through increasing the level of understanding and perception of matter in order to professional promotion of teachers.

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