Beliefs about sources of knowledge predict motivation for learning in teacher education |
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| Affiliation: | 1. Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Walter-Simon-Str. 12, 72072 Tübingen, Germany;2. Leibniz Institute for Science and Mathematics Education at Kiel University (IPN), Olshausenstraße 62, 24118 Kiel, Germany;3. Department of Research and Development in Teacher Education, University College of Teacher Education Tyrol, Pastorstraße 7, 6020 Innsbruck, Austria |
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| 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. |
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| Keywords: | Beliefs about sources of knowledge Motivation to learn Teacher education |
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