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.

摘要

激励学生毕业并进入教学是教师教育中的一个挑战。我们通过探索基于教师研究和教师教育课程的学生教师兴趣的概念来应对这一挑战。本研究的目标是：(1) 探索学生教师兴趣的多维概念，(2) 检查其与教学抱负和辍学想法的关系，以及 (3) 调查可能的性别差异。调查数据是从挪威学生教师那里收集的（N= 347) 并使用因子分析和结构方程模型进行分析。研究结果支持学生教师兴趣包括四个概念：教学兴趣、教学兴趣、学科兴趣和研究兴趣。教学兴趣与学生的教学抱负相关，而教学、教学和学科兴趣与辍学想法呈负相关。研究兴趣不影响学生的抱负。调查结果还揭示了学生教师兴趣的性别差异。本研究突出了对实习教师教学动机重要的内容。