挪威防腐教师对教学知识来源的信念和理论与实践学习动机的纵向混合方法研究

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2022-07-11 DOI:10.1177/00224871221105813

Leila E. Ferguson, Ivar Bråten, Magne Skibsted Jensen, Ulf Rune Andreassen

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引用次数: 8

摘要

我们开始在一项纵向研究中调查职前教师对教学知识来源的信念，以及他们在教师教育实践和理论中学习的动机（研究开始时，n=96）。与形式化来源相比，参与者更信任体验式知识来源，参与者对教学知识来源的信念通常预测了他们从不同来源学习的动机。定量结果得到了定性访谈数据的进一步支持和阐述，这些数据表明职前教师对教学知识来源的信念以及他们对理论知识和实践知识之间关系的理解随着时间的推移而发展。研究结果扩展了现有文献，为（职前）教师如何阐明他们对教学知识来源以及理论与实践之间关系的看法提供了一个窗口，并为教学实践带来了预期的结果。对教师教育工作者的实践也有启示。

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A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers’ Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice

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.

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来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).