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.
Høgskolen i Østfold Sammendrag Denne studien bygger på intervjuer med fire flerspråklige elever om deres deltakelse på nasjonal prøve i lesing på 9. trinn. Intervjuene fokuserte på temaene testmotivasjon og teststrategier under gjennomføringen av leseprøven. Gjennom samtalene fant vi at elevene var motiverte for å delta på prøven selv om resultatene på denne ikke gav utslag på karakterene. De som skåret høyt så ut til å bruke et bredere register av teststrategier enn de elevene som skåret lavt. Elevenes opplevelser, erfaringer og refleksjoner rundt testmotivasjon og teststrategier komplementerer den kunnskapen vi har om nasjonale leseprøver siden det fins få kvalitative studier om elevers egne perspektiver på testmotivasjon og teststrategier og ingen om den gruppen elever vi studerer.
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