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

被引：62
|
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.
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页码：13 / 23
页数：11
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