Perceived discrepancy between actual teaching performance and goals motivates teachers to change their teaching¶

Claim · All claims
Evidence · 1 study · design r1 · q1
Currency · newest study 1970 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? Seeing oneself acting in unsuccessful teaching patterns creates a discrepancy between actual performance and goals, and the desire to eliminate that discrepancy provides motivation for change. → Guided Self-Analyses Early Childhood Education Program: Teaching Young Children. Overview 1970

Evidence¶

Guided Self-Analyses Early Childhood Education Program: Teaching Young Children. Overview 1970¶

Guided Self-Analyses Early Childhood Education Program: Teaching Young Children. Overview. (1970). Office of Education (DHEW). https://eric.ed.gov/?id=ED069340

q1 · i? · design · r1

Theoretical argument in the 'Change in the Classroom' chapter, explicitly footnoted to Festinger's theory of cognitive dissonance (1957). The document offers this as an explanatory account of why videotaped self-analysis motivates change, with no empirical test reported.

"Seeing himself acting in unsuccessful teaching patterns causes a discrepancy between the teacher's actual performance and his goals. Wanting to do the best job possible, the teacher will want to eliminate the discrepancy' between his teaching as he would likeit to be, and as it actually appears on the videotape."

Discussion¶

Related Claims¶

• Instruction that confronts science misconceptions (conceptual-conflict interventions, refutation text) produces conceptual change more often than standard exposition — related
• Personalized Normative Feedback Corrects Misperceived Norms — related
• Fluent Illusions Mislead Self Assessment — related
• Perceived-desired discrepancies decreased for co-designers but often increased or decreased less for the rest of the class — related
• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — related
• Discrepant peer feedback leads to more transitions between feedback and essay, but only for students who report the discrepancy afterwards — a narrower finding that bears on this claim