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Beliefs about sources of knowledge predict motivation for learning in teacher education
ARTICLE

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TATE Volume 50, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

The purpose of this study was to provide new understanding concerning the theory-practice gap in teacher education. Participants, who were 96 Norwegian student teachers, were found to believe more in practically-derived than in theory-based sources of knowledge about instruction and student learning and to be more motivated for learning from practice than from theory in teacher education. Moreover, stronger beliefs in theory-based sources of knowledge were related to higher motivation to learn from theoretically-oriented coursework and stronger beliefs in practically-derived sources were related to higher motivation to learn from teaching practice. Theoretical and educational implications of the findings are discussed.

Citation

Bråten, I. & Ferguson, L.E. (2015). Beliefs about sources of knowledge predict motivation for learning in teacher education. Teaching and Teacher Education: An International Journal of Research and Studies, 50(1), 13-23. Elsevier Ltd. Retrieved December 15, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2015.04.003

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