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

被引：64

作者：

Braten, Ivar ^{[1
]}

Ferguson, Leila E. ^{[1
]}

机构：

[1] Univ Oslo, N-0317 Oslo, Norway

来源：

TEACHING AND TEACHER EDUCATION | 2015年 / 50卷

关键词：

Beliefs about sources of knowledge; Motivation to learn; Teacher education; PERSONAL EPISTEMOLOGY; ACHIEVEMENT; COGNITION; APPRECIATION; PERFORMANCE; ENGAGEMENT; STUDENT;

D O I：

10.1016/j.tate.2015.04.003

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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. (C) 2015 Elsevier Ltd. All rights reserved.

引用

页码：13 / 23

页数：11

共 77 条

[61] Professional development across the teaching career: Teachers' uptake of formal and informal learning opportunities [J].