Interest in teacher education: exploring the relation between student teacher interest and ambitions in teacher education

Abstract

ABSTRACT Motivating students to graduate and enter into teaching is a challenge in teacher education. We address this challenge by exploring the concept of student teacher interest based on teacher research and teacher education curriculum. The goals of this study were: (1) explore a multidimensional concept of student teacher interest, (2) examine its relation to teaching ambitions and dropout thoughts and (3) investigate possible gender differences. Survey data was collected from Norwegian student teachers (N = 347) and analysed using factor analyses and structural equation modelling. The findings supported that student teacher interest consists of four concepts: pedagogic, didactic, subject, and research interest. Didactic interest related to students’ ambitions to teach, whereas pedagogic, didactic, and subject interest were negatively related to dropout thoughts. Research interest did not influence students’ ambitions. The findings also revealed gender differences in student teacher interest. This study highlights content important for student teachers’ teaching motivation.