Abstracts - Earli

goal into a comprehensive framework that integrates three aspects: social dimensions, multiplegoals, and social-orientation. On the assumption that all aspects contribute to the nature ofpersonal goals in a social learning context, all are integrated in the framework. In addition todiscussing the conceptual grounding for the framework, we will present the results from severalfield studies conducted with German and Australian students involved in group learning activitiesacross several programs of study (Veterinary Science, MBA, Education, Economics, IT). On thebasis of these studies, we will discuss the usefulness of the framework to understand the nature,significance and dynamic nature of personal goals in real-life social learning activities.The social construction of goals/definitions of success in learning contexts.Susan Bobbitt Nolen, University of Washington, USAChristopher J. Ward, University of Washington, USAIlana S. Horn, University of Washington, USASara Sunshine Campbell, University of Washington, USAKaran Manha, University of Washington, USATeacher education programs, schools, and specific classrooms are all achievement contexts forbeginning teachers. As students become teachers, they are evaluated by many different authoritieswith different criteria for "good" novice teaching. Beginning teachers’ goals are likely to reflect orrespond to valued goals in the contexts where they learn. Achievement goal theories, criticized fora narrow focus, have mostly been studied in variable-centered survey or experimental designs. Inour view, goals arise and are modified through negotiation in social contexts. Using ethnographictechniques, we document how beginning teachers’ goals (or definitions of success) are coconstructedand pursued within and across specific social contexts. We identify the kinds of goalsmost salient to beginning teachers at different points in their professional development from earlypreservice training through the first year of teaching. We examine how relationships with others inmultiple learning contexts, identity development, and institutional structures give rise to or shapeachievement goals. Our analysis finds that goals arise in several broad achievement arenas,including student learning, classroom climate/management, pedagogical skill, student motivation,and getting a job. Some goals can be traced to teachers’ own interests and learning history, or tocultural representations of teaching. These goals can be affirmed or challenged by their professors,students, supervising teachers, and peers. Definitions of success as a teacher (goals) must benegotiated with these others, in contexts in which stakes are low (peer groups) or high(cooperating teacher and supervisor, responsible for final evaluation). Negotiation of goalsdepends partly on the relative position of beginning teachers to other members of each context, aswell as the ways each context is embedded in larger social/institutional structures. Implications fortheories of goal development and change are discussed.The impact of the learning context science centre/museum on motivational variables in secondaryscience educationDoris Lewalter, TU Munich, GermanyClaudia Geyer, TU Munich, GermanyCompared to formal learning environments, museums and science centres (M/SC) offer entirelydifferent situational characteristics which are assumed to have an impact on learning andmotivational processes. In contrast to traditional academic instructions in which the teacherconveys the information to the students, the presentation of information in M/SC proceeds nearlyexclusively in a nonpersonal way and by a wide variety of media. These media are presentedsimultaneously and frequently allow or even require a cooperative learning process. Up to now,– 422 –