Abstract
The purpose of this study was to explore antecedents of Finnish and Norwegian student teachers’ prospective commitment to work as teachers or pursue other careers. Are student teachers’ perceptions of coherence between the theoretical and practical elements of the teaching programme related to their commitment to work as teachers or to pursue other careers? For Finnish student teachers, strong associations emerged between the theory-practice interaction in supervision and student teachers’ prospective commitment to work as teachers. Norwegian student teachers exhibited strong associations between personalised feedback and their prospective commitment to teaching. Implications for practice and further research are discussed.
Highlights
Student teachers have expectations about their future careers as teachers when they start their initial teacher training
Successful teacher education depends on the motivation and dedication of teacher educators to do their best for student teachers’ learning and intellectual growth. (Day, 2013; Shagrir, 2015)
Our theoretical premise is that the coherence of campus-based and teachingpractice-based elements of teacher education is likely to foster student teachers’ commitment to teaching and discourage them from abandoning the profession
Summary
Student teachers have expectations about their future careers as teachers when they start their initial teacher training. Teacher education is a complex programme that requires a degree in an academic subject, such as mathematics, chemistry or physics, and pedagogical training, which directly prepares the student for teaching in schools (Darling-Hammond & Lieberman, 2012; Lunenberg & Korthagen, 2007). In universities, these distinct elements are often in separate academic faculties and teacher education institutes. Our overall research question is: are student teachers’ perceptions of coherence between the theoretical and practical elements of the teaching programme related to their commitment to work as teachers or to pursue other careers? Our study concerns teacher training in Finland and Norway
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