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dc.contributor.authorHøgheim, Sigve
dc.contributor.authorJenssen, Eirik S.
dc.contributor.authorFederici, Roger Andre
dc.date.accessioned2022-10-17T07:44:18Z
dc.date.available2022-10-17T07:44:18Z
dc.date.created2022-04-06T09:24:14Z
dc.date.issued2022
dc.identifier.issn0031-3831
dc.identifier.urihttps://hdl.handle.net/11250/3026283
dc.description.abstractMotivating students to endure teacher education and enter teaching is a pressing challenge in many countries. We address this challenge by exploring the concept of situational interest (SI) in teacher education and students’ interest in teaching. Survey data was collected from Norwegian student teachers (N = 347) using a cross-sectional design and analysed using factor analyses and structural equation modelling. The findings indicated that SI in on-campus lectures explained variation in students’ interest in subject matter, pedagogy, didactics, and research, whereas SI in practicum related to interest in subject matter. The findings also revealed higher levels of SI in practicum compared to on-campus lectures. We discuss the results and their implications in relation to interest development in teacher education.
dc.language.isoeng
dc.titleDo lectures matter? Exploring students’ situational interest in two learning arenas in teacher education
dc.title.alternativeDo lectures matter? Exploring students’ situational interest in two learning arenas in teacher education
dc.typePeer reviewed
dc.typeJournal article
dc.description.versionpublishedVersion
dc.source.journalScandinavian Journal of Educational Research
dc.identifier.doi10.1080/00313831.2022.2115131
dc.identifier.cristin2015575
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode2


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