A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers' Beliefs about Sources of Teaching Knowledge and Motivation to Learn from Theory and Practice

Autor/inn/en	Ferguson, Leila E.; Bråten, Ivar; Skibsted Jensen, Magne; Andreassen, Ulf Rune
Titel	A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers' Beliefs about Sources of Teaching Knowledge and Motivation to Learn from Theory and Practice
Quelle	In: Journal of Teacher Education, 74 (2023) 1, S.55-68 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ferguson, Leila E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/00224871221105813
Schlagwörter	Foreign Countries; Student Attitudes; Preservice Teachers; Student Motivation; Knowledge Base for Teaching; Experiential Learning; Teaching Experience; Teacher Education; Theory Practice Relationship; Cognitive Style; Norway + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Schulische Motivation; Teaching theory; Theory of teaching; Unterrichtstheorie; Experiental learning; Erfahrungsorientiertes Lernen; Lehrerausbildung; Lehrerbildung; Theorie-Praxis-Beziehung; Cognitive styles; Kognitiver Stil; Norwegen
Abstract	We set out to investigate preservice teachers' beliefs about sources of teaching knowledge and their motivation to learn from practice and theory in teacher education in a longitudinal study (n = 96, at the beginning of the study). Participants placed more trust in experiential knowledge sources compared with formalized sources and participants' beliefs about sources of teaching knowledge generally predicted their motivation to learn from different sources. Quantitative results were further supported and elaborated by qualitative interview data that suggested development of preservice teachers' beliefs about sources of teaching knowledge and their understanding of the relation between theoretical and practical knowledge over time. The findings extend existing literature by providing a window on how (preservice) teachers may articulate their views about sources of teaching knowledge and relations between theory and practice, with expected consequences for teaching practice. Implications for teacher educators' practice are also discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01