Preservice subject teachers’ beliefs about teacher subject interest
Love for a subject as a resource and a challenge
Bibliographic Data
| ID | 21496641 |
|---|---|
| Authors | Johanna Havia (0000-0001-5755-2162, University of Oulu, corresponding author), Sonja Lutovac (0000-0002-3909-525X, University of Oulu), Raimo Kaasila (0000-0003-3262-7185, University of Oulu) |
| Year | 2024 |
| Pages | 1-18 |
| Publication date | 2024-12-19 |
| Open Access | No |
| Type | ARTICLE |
| Venue | European Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0261-9768 • E-ISSN: 1469-5928 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02619768.2024.2440714 |
| OpenAlex | W4405656329 |
| Language | EN |
| References cited | 48 |
This study explores preservice teachers’ beliefs about teacher subject interest and its impact on teaching and learning, which has received little attention in research in initial teacher education. To form an understanding of their beliefs, we examined the writings produced by 47 preservice subject teachers of mathematics, physics and chemistry about teacher subject interest. All participants expressed that teacher subject interest, or lack thereof, has an impact on teaching and learning. Most preservice teachers’ beliefs were related to teacher’s high subject interest; however, preservice teachers also recognised possible challenges related to teacher’s high subject interest. Moreover, a few preservice teachers believed that a teacher should not let the possible differences in their subject interests be noticed by the students. These findings suggest that high subject interest can pose challenges and should be addressed in both research and teacher education
Mathematics education · Pedagogy · Teacher education · Computer Science · Education, Achievement, and Giftedness · Psychology · Science Education and Pedagogy · Teacher Professional Development and Motivation
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| Highly cited | No |
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