Beliefs about sources of knowledge predict motivation for learning in teacher education
Beliefs about sources of knowledge predict motivation for learning in teacher education
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DOI：
10.1016/j.tate.2015.04.003
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发表时间：
2015-08-01
影响因子：
3.9
通讯作者：
Ferguson, Leila E.
中科院分区：
文献类型：
--
作者：
Braten, Ivar;Ferguson, Leila E.
本研究的目的在于提供对教师教育理论与实践差距的新认识。参与者，谁是96名挪威学生教师，被发现相信更多的是在实践中派生的理论为基础的知识来源的教学和学生的学习，更积极地从实践中学习，而不是从理论在教师教育。此外，更强的信念，以理论为基础的知识来源与更高的动机，从理论为导向的课程学习和更强的信念，在实践中派生的来源与更高的动机，从教学实践中学习。研究结果的理论和教育意义进行了讨论。(C)2015爱思唯尔有限公司版权所有。
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.