Factors related to Icelandic student teachers’ prospective commitment to the teaching profession
Research indicates that prospective commitment to a vocation is important to sustaining good professional practices. The purpose of the study was to explore, among Icelandic student teachers, how student teacher experiences in field-based practice and those in university-based courses are related to...
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University of Aberdeen, School of Education
2021
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ftdoajarticles:oai:doaj.org/article:0fe2dd4c4d5a4f62838d67b53cc11ac6 2023-05-15T16:48:00+02:00 Factors related to Icelandic student teachers’ prospective commitment to the teaching profession Eyvind Elstad Amalía Björnsdóttir Knut-Andreas Christophersen Þuríður Jóna Jóhannsdóttir Are Turmo 2021-05-01T00:00:00Z https://doi.org/10.26203/4aw1-f434 https://doaj.org/article/0fe2dd4c4d5a4f62838d67b53cc11ac6 EN GD eng gla University of Aberdeen, School of Education https://abdn.ac.uk/journal/649 https://doaj.org/toc/0424-5512 https://doaj.org/toc/2398-0184 doi:10.26203/4aw1-f434 0424-5512 2398-0184 https://doaj.org/article/0fe2dd4c4d5a4f62838d67b53cc11ac6 Education in the North, Vol 28, Iss 2, Pp 64-79 (2021) iceland student teachers teacher training prospective commitment turnover intention Education L article 2021 ftdoajarticles https://doi.org/10.26203/4aw1-f434 2022-12-31T09:12:07Z Research indicates that prospective commitment to a vocation is important to sustaining good professional practices. The purpose of the study was to explore, among Icelandic student teachers, how student teacher experiences in field-based practice and those in university-based courses are related to the student teachers’ prospective commitment to the teaching profession as well as their possible turnover intentions. This study investigated the experiences of student teachers in a five-year programme for compulsory schoolteachers at the University of Iceland. The data is based on results from a survey of 244 student teachers in all cohorts in the programme. In particular, we investigated connections between the attitudes of student teachers towards the teaching profession and their experiences during the university-based part of their teacher education and during the school-based teaching practice aspect. The data analysis indicates that the university-based part of teacher education positively influences student teachers’ commitment to the teaching profession and negatively influences their turnover intentions, while the school-based component of their teacher education is positively related to their commitment to the teaching profession but is not related to their turnover intentions. The implications of the findings are discussed. Article in Journal/Newspaper Iceland Directory of Open Access Journals: DOAJ Articles |
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Open Polar |
collection |
Directory of Open Access Journals: DOAJ Articles |
op_collection_id |
ftdoajarticles |
language |
English Gaelic |
topic |
iceland student teachers teacher training prospective commitment turnover intention Education L |
spellingShingle |
iceland student teachers teacher training prospective commitment turnover intention Education L Eyvind Elstad Amalía Björnsdóttir Knut-Andreas Christophersen Þuríður Jóna Jóhannsdóttir Are Turmo Factors related to Icelandic student teachers’ prospective commitment to the teaching profession |
topic_facet |
iceland student teachers teacher training prospective commitment turnover intention Education L |
description |
Research indicates that prospective commitment to a vocation is important to sustaining good professional practices. The purpose of the study was to explore, among Icelandic student teachers, how student teacher experiences in field-based practice and those in university-based courses are related to the student teachers’ prospective commitment to the teaching profession as well as their possible turnover intentions. This study investigated the experiences of student teachers in a five-year programme for compulsory schoolteachers at the University of Iceland. The data is based on results from a survey of 244 student teachers in all cohorts in the programme. In particular, we investigated connections between the attitudes of student teachers towards the teaching profession and their experiences during the university-based part of their teacher education and during the school-based teaching practice aspect. The data analysis indicates that the university-based part of teacher education positively influences student teachers’ commitment to the teaching profession and negatively influences their turnover intentions, while the school-based component of their teacher education is positively related to their commitment to the teaching profession but is not related to their turnover intentions. The implications of the findings are discussed. |
format |
Article in Journal/Newspaper |
author |
Eyvind Elstad Amalía Björnsdóttir Knut-Andreas Christophersen Þuríður Jóna Jóhannsdóttir Are Turmo |
author_facet |
Eyvind Elstad Amalía Björnsdóttir Knut-Andreas Christophersen Þuríður Jóna Jóhannsdóttir Are Turmo |
author_sort |
Eyvind Elstad |
title |
Factors related to Icelandic student teachers’ prospective commitment to the teaching profession |
title_short |
Factors related to Icelandic student teachers’ prospective commitment to the teaching profession |
title_full |
Factors related to Icelandic student teachers’ prospective commitment to the teaching profession |
title_fullStr |
Factors related to Icelandic student teachers’ prospective commitment to the teaching profession |
title_full_unstemmed |
Factors related to Icelandic student teachers’ prospective commitment to the teaching profession |
title_sort |
factors related to icelandic student teachers’ prospective commitment to the teaching profession |
publisher |
University of Aberdeen, School of Education |
publishDate |
2021 |
url |
https://doi.org/10.26203/4aw1-f434 https://doaj.org/article/0fe2dd4c4d5a4f62838d67b53cc11ac6 |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
Education in the North, Vol 28, Iss 2, Pp 64-79 (2021) |
op_relation |
https://abdn.ac.uk/journal/649 https://doaj.org/toc/0424-5512 https://doaj.org/toc/2398-0184 doi:10.26203/4aw1-f434 0424-5512 2398-0184 https://doaj.org/article/0fe2dd4c4d5a4f62838d67b53cc11ac6 |
op_doi |
https://doi.org/10.26203/4aw1-f434 |
_version_ |
1766038094376599552 |