There were no real surprises in terms of the five main aspects of teaching and their relative heights to each other. I know that I value the social and emotional development of children a lot more than transmitting knowledge or social reform.
The surprises and interesting results were regarding the relative levels of beliefs, intentions, and actions within transmission. The fact that my beliefs are so much lower than my actions is telling of some sort of outside compulsion to transmit the knowledge, and that I don't value it as much as an aspect of teaching.
This does stimulate some ideas of my teaching. Will this lack of intent and belief come across in my teaching? Will I need to adjust my beliefs? Should I worry more about developing transmission and social reform more? Should I emphasize social reform in a math class? What kind of teacher do I want to be? One that is balanced in these aspects, or is it okay to value and emphasize one aspect more than others? These are questions that I have to answer in the coming year.
Very thoughtful response -- thanks Ian!
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