Relationships between campus experiences, practice experiences, long-term motivation and turnover intentions among Faroese student teachers
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Published
Dec 18, 2023
Eyvind Elstad
Hans Harryson
Knut-Andreas Abben Christophersen
Are Turmo
Abstract
Teacher education comprises subject education, pedagogical studies and training in schools. This complexity is demanding for all teacher training institutions. The present study examines empirical relationships in teacher education in the Faroe Islands. It explores the associations between the relevance of campus pedagogy studies, the integration of theory and practice during field experiences and the provision of personalised support by school practice supervisors. Structural equation modelling is employed to analyse the results of a survey of 105 student teachers and reveals positive links between both the relevance of campus teaching and practice mentors’ integration of theory and student teachers’ long-term motivation. However, no relationship is observed between personalised support from practice mentors and student teachers’ long-term motivation. As anticipated, the relevance of campus teaching, integration of theory by practice mentors, and the level of personalised support are negatively associated with intentions to discontinue teacher education.
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Keywords
Teacher education, Faroe Islands, campus experiences, field experiences
References
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Boyd, D. J., Grossman, P. L., & Lankford, H. (2009). Teacher preparation and student achievement. Educational Evaluation and Policy Analysis, 31(4), 416–440. https://doi.org/10.3102/0162373709353129
Christophersen, K. A., Elstad, E., Solhaug, T., & Turmo, A. (2016). Antecedents of student teachers’ affective commitment to the teaching profession and turnover intention. European Journal of Teacher Education, 39(3), 270-286. https://doi.org/10.1080/02619768.2016.1170803
Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: Report of the committee on teacher education of the national academy of education. Wiley.
Day, C. (2013). Teacher quality in the twenty first century: New lives, old truths. In X. Zhu and K. Zeichner (Eds.), Preparing teachers for the 21st century (pp. 21–38). Springer. https://doi.org/10.1007/978-3-642-36970-4_2
Day, C., & Gu, Q. (2010). The new lives of teachers. Routledge.
Evans, E. D., & Tribble, M. (1986). Perceived teaching problems, self-efficacy, and commitment to teaching among preservice teachers. The Journal of Educational Research, 80(2), 81–85. https://doi.org/10.1080/00220671.1986.10885728
Feuer, M. J., Floden, R. E., Chudowsky, N., Ahn, J. (2013). Evaluation of teacher preparation programs: Purposes, methods, and policy options. National Academy of Education. https://eric.ed.gov/?id=ED565694
Foley, M., Bugge, E., D’Amelio, M. A., Neslíð, K., Nicolau, M., & Rasch-Christensen, A. (2022). External review of the University of the Faroe Islands, September 2021–October 2022: Report of the international review team. The Faroe Islands Ministry of Foreign Affairs and Culture. http://tilfar.lms.fo/logir/alit/2022.12%20External%20review%20of%20the%20university%20of%20the%20faroe%20islands%20september%202021%20%E2%80%93%20october%202022.pdf
Gansle, K., Noell, G., & Burns, J. (2012). Do student achievement outcomes differ across teacher preparation programs? An analysis of teacher education in Louisiana. Journal of Teacher Education, 63(5), 304–317. https://doi.org/10.1177/0022487112439894
Goldstein, L. S., & Lake, V. E. (2000). “Love, love, and more love for children”: Exploring preservice teachers’ understandings of caring. Teaching and Teacher Education, 16(8), 861-872. https://doi.org/10.1016/S0742-051X(00)00031-7
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Grossman, P., Hammerness, K. M., McDonald, M., & Ronfeldt, M. (2008). Constructing coherence: Structural predictors of perceptions of coherence in NYC teacher education programs. Journal of Teacher Education, 59(4), 273-287. https://doi.org/10.1177/0022487108322127
Haladyna, T. M., & Rodriguez, M. C. (2013). Developing and validating test items. Routledge.
Hammerness, K. (2006). From coherence in theory to coherence in practice. Teachers College Record, 108(7), 1241–1265. https://doi.org/10.1111/j.1467-9620.2006.00692.x
Hansen, H. H. (2012). Aftursvar. Ein yrkislig mynd av teimum, ið tóku læraraprógv frá 2007 til 2011. Føroya læraraskúli og Fólkaskúlagrunnurin.
Harryson, H. (2023a). Árligt eftirlit við læraraútbúgvingini 2022/2023. Námsvísindadeildin. Fróðskaparsetur Føroya.
Harryson, H. (2023b). Teacher Education in the Faroe Islands. In: E. Elstad (Ed.) Teacher Education in the Nordic Region. Challenges and Opportunities. (pp. 225-250). Springer.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
Heinz, M. (2015). Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching. Educational Research and Evaluation, 21(3), 258–297. https://doi.org/10.1080/13803611.2015.1018278
Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26(8), 1530–1543. https://doi.org/10.1016/j.tate.2010.06.003
Joram, E. (2007). Clashing epistemologies: Aspiring teachers’, practicing teachers’, and professors’ beliefs about knowledge and research in education. Teaching and Teacher Education, 23(2), 123–135. https://doi.org/10.1016/j.tate.2006.04.032
Khan, M. R., Ziauddin, J. F., & Ramay, M. I. (2010). The impacts of organizational commitment on employee job performance. European Journal of Social Sciences, 15(3), 292–298.
Kline, R. B. (2005). Structural equation modeling. Guilford.
Korthagen, F. A. (2010). How teacher education can make a difference. Journal of Education for Teaching, 36(4), 407–423. https://doi.org/10.1080/02607476.2010.513854
Korthagen, F. A., Kessels, J., Koster, B., Lagerwerf, B., & Wubbels, T. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Routledge.
Kuvaas, B. (2007). Different relationships between perceptions of developmental performance appraisal and work performance. Personnel Review, 36(3), 378–397. https://doi.org/10.1108/00483480710731338
Matti, T. (2009). Northern lights on PISA 2006: Differences and similarities in the Nordic countries. Nordic Council of Ministers. https://www.norden.org/en/publication/northern-lights-pisa-2006
Mitchel, A. L., & King, M. S. (2016). A new agenda: Research to build a better teacher preparation program. Bellwether Education Partners. https://files.eric.ed.gov/fulltext/ED577709.pdf
Námsskipan fyri útbúgvingina til fólkaskúlalærara (2022). Námsvísindadeildin. Fróðskaparsetur Føroya.
Paganin, A., Moraes, M. A., Pokorski, S., & Rabelo, E. R. (2008). Factors that inhibit the use of nursing language. International Journal of Nursing Knowledge, 19(4), 150–157. https://doi.org/10.1111/j.1744-618x.2008.00103.x
Rasmussen, J. & Dorf, H. (2010). Challenges to Nordic teacher education programmes. In B. Hudson, P. Zgaga, & B. Åstrand (Eds.), Advancing quality cultures for teacher education in Europe: Tensions and opportunities (pp. 51–68). Umeå University.
Schleicher, A. (2011). Lessons from the world on effective teaching and learning environments. Journal of Teacher Education, 62(2), 202–221. https://doi.org/10.1177/0022487110386966
Smith, K., & Lev‐Ari, L. (2005). The place of the practicum in pre‐service teacher education: The voice of the students. Asia‐Pacific Journal of Teacher Education, 33(3), 289–302. https://doi.org/10.1080/13598660500286333
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University of the Faroe Islands. (2022). Reflective analysis, 2022: A document prepared to inform the work of the international team conducting the external review of our university. https://lms.cdn.fo/media/17262/appendices-to-the-main-report-of-the-external-review-team-ufi-23-11-22-2-002.pdf?s=v14A40frnSkGLMuq5APFjWOmDl8
Vijayavarathan, K. (2022). Teacher challenges in Faroese compulsory schools during the COVID-19 pandemic and support from school leaders. Faroese Scientific Journal, 68, 56–86. https://doi.org/10.18602/fsj.v68i.144
Volckmar, N. (2019). The Faroese path to a comprehensive education system. Nordic Journal of Educational History, 6(2), 121–141. https://doi.org/10.36368/njedh.v6i2.153
Zeichner, K. (1992). Rethinking the practicum in the professional development school partnership. Journal of Teacher Education, 43(4), 296–307. https://doi.org/10.1177/0022487192043004009
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1–2), 89–99. https://doi.org/10.1177/0022487109347671
Bartlett, K. R. (2001). The relationship between training and organizational commitment: A study in the health care field. Human Resource Development Quarterly, 12(4), 335–352. https://doi.org/10.1002/hrdq.1001
Borko, H., Jacobs, J., & Koellner, K. (2010). Contemporary approaches to teacher professional development. In P. Peterson, E. Baker, & B. McGaw (Eds.), International Encyclopedia of Education (3rd ed.; pp. 548–556). Elsevier. https://doi.org/10.1016/B978-0-08-044894-7.00654-0
Boyd, D. J., Grossman, P. L., & Lankford, H. (2009). Teacher preparation and student achievement. Educational Evaluation and Policy Analysis, 31(4), 416–440. https://doi.org/10.3102/0162373709353129
Christophersen, K. A., Elstad, E., Solhaug, T., & Turmo, A. (2016). Antecedents of student teachers’ affective commitment to the teaching profession and turnover intention. European Journal of Teacher Education, 39(3), 270-286. https://doi.org/10.1080/02619768.2016.1170803
Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: Report of the committee on teacher education of the national academy of education. Wiley.
Day, C. (2013). Teacher quality in the twenty first century: New lives, old truths. In X. Zhu and K. Zeichner (Eds.), Preparing teachers for the 21st century (pp. 21–38). Springer. https://doi.org/10.1007/978-3-642-36970-4_2
Day, C., & Gu, Q. (2010). The new lives of teachers. Routledge.
Evans, E. D., & Tribble, M. (1986). Perceived teaching problems, self-efficacy, and commitment to teaching among preservice teachers. The Journal of Educational Research, 80(2), 81–85. https://doi.org/10.1080/00220671.1986.10885728
Feuer, M. J., Floden, R. E., Chudowsky, N., Ahn, J. (2013). Evaluation of teacher preparation programs: Purposes, methods, and policy options. National Academy of Education. https://eric.ed.gov/?id=ED565694
Foley, M., Bugge, E., D’Amelio, M. A., Neslíð, K., Nicolau, M., & Rasch-Christensen, A. (2022). External review of the University of the Faroe Islands, September 2021–October 2022: Report of the international review team. The Faroe Islands Ministry of Foreign Affairs and Culture. http://tilfar.lms.fo/logir/alit/2022.12%20External%20review%20of%20the%20university%20of%20the%20faroe%20islands%20september%202021%20%E2%80%93%20october%202022.pdf
Gansle, K., Noell, G., & Burns, J. (2012). Do student achievement outcomes differ across teacher preparation programs? An analysis of teacher education in Louisiana. Journal of Teacher Education, 63(5), 304–317. https://doi.org/10.1177/0022487112439894
Goldstein, L. S., & Lake, V. E. (2000). “Love, love, and more love for children”: Exploring preservice teachers’ understandings of caring. Teaching and Teacher Education, 16(8), 861-872. https://doi.org/10.1016/S0742-051X(00)00031-7
Government of the Faroe Islands. Løgtingslóg um fólkaskúlan, sum seinast broytt við løgtingslóg nr. 85 frá 16. (2022 mai). Ministry of Justice. https://logir.fo/Logtingslog/85-fra-16-05-2022-um-broyting-i-logtingslog-um-folkaskulan
Grossman, P., Hammerness, K. M., McDonald, M., & Ronfeldt, M. (2008). Constructing coherence: Structural predictors of perceptions of coherence in NYC teacher education programs. Journal of Teacher Education, 59(4), 273-287. https://doi.org/10.1177/0022487108322127
Haladyna, T. M., & Rodriguez, M. C. (2013). Developing and validating test items. Routledge.
Hammerness, K. (2006). From coherence in theory to coherence in practice. Teachers College Record, 108(7), 1241–1265. https://doi.org/10.1111/j.1467-9620.2006.00692.x
Hansen, H. H. (2012). Aftursvar. Ein yrkislig mynd av teimum, ið tóku læraraprógv frá 2007 til 2011. Føroya læraraskúli og Fólkaskúlagrunnurin.
Harryson, H. (2023a). Árligt eftirlit við læraraútbúgvingini 2022/2023. Námsvísindadeildin. Fróðskaparsetur Føroya.
Harryson, H. (2023b). Teacher Education in the Faroe Islands. In: E. Elstad (Ed.) Teacher Education in the Nordic Region. Challenges and Opportunities. (pp. 225-250). Springer.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
Heinz, M. (2015). Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching. Educational Research and Evaluation, 21(3), 258–297. https://doi.org/10.1080/13803611.2015.1018278
Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26(8), 1530–1543. https://doi.org/10.1016/j.tate.2010.06.003
Joram, E. (2007). Clashing epistemologies: Aspiring teachers’, practicing teachers’, and professors’ beliefs about knowledge and research in education. Teaching and Teacher Education, 23(2), 123–135. https://doi.org/10.1016/j.tate.2006.04.032
Khan, M. R., Ziauddin, J. F., & Ramay, M. I. (2010). The impacts of organizational commitment on employee job performance. European Journal of Social Sciences, 15(3), 292–298.
Kline, R. B. (2005). Structural equation modeling. Guilford.
Korthagen, F. A. (2010). How teacher education can make a difference. Journal of Education for Teaching, 36(4), 407–423. https://doi.org/10.1080/02607476.2010.513854
Korthagen, F. A., Kessels, J., Koster, B., Lagerwerf, B., & Wubbels, T. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Routledge.
Kuvaas, B. (2007). Different relationships between perceptions of developmental performance appraisal and work performance. Personnel Review, 36(3), 378–397. https://doi.org/10.1108/00483480710731338
Matti, T. (2009). Northern lights on PISA 2006: Differences and similarities in the Nordic countries. Nordic Council of Ministers. https://www.norden.org/en/publication/northern-lights-pisa-2006
Mitchel, A. L., & King, M. S. (2016). A new agenda: Research to build a better teacher preparation program. Bellwether Education Partners. https://files.eric.ed.gov/fulltext/ED577709.pdf
Námsskipan fyri útbúgvingina til fólkaskúlalærara (2022). Námsvísindadeildin. Fróðskaparsetur Føroya.
Paganin, A., Moraes, M. A., Pokorski, S., & Rabelo, E. R. (2008). Factors that inhibit the use of nursing language. International Journal of Nursing Knowledge, 19(4), 150–157. https://doi.org/10.1111/j.1744-618x.2008.00103.x
Rasmussen, J. & Dorf, H. (2010). Challenges to Nordic teacher education programmes. In B. Hudson, P. Zgaga, & B. Åstrand (Eds.), Advancing quality cultures for teacher education in Europe: Tensions and opportunities (pp. 51–68). Umeå University.
Schleicher, A. (2011). Lessons from the world on effective teaching and learning environments. Journal of Teacher Education, 62(2), 202–221. https://doi.org/10.1177/0022487110386966
Smith, K., & Lev‐Ari, L. (2005). The place of the practicum in pre‐service teacher education: The voice of the students. Asia‐Pacific Journal of Teacher Education, 33(3), 289–302. https://doi.org/10.1080/13598660500286333
Statistics Faroe Islands. (2023). Population. Retrieved October 8. 2023 from https://hagstova.fo/en/population/population/population
University of the Faroe Islands. (2022). Reflective analysis, 2022: A document prepared to inform the work of the international team conducting the external review of our university. https://lms.cdn.fo/media/17262/appendices-to-the-main-report-of-the-external-review-team-ufi-23-11-22-2-002.pdf?s=v14A40frnSkGLMuq5APFjWOmDl8
Vijayavarathan, K. (2022). Teacher challenges in Faroese compulsory schools during the COVID-19 pandemic and support from school leaders. Faroese Scientific Journal, 68, 56–86. https://doi.org/10.18602/fsj.v68i.144
Volckmar, N. (2019). The Faroese path to a comprehensive education system. Nordic Journal of Educational History, 6(2), 121–141. https://doi.org/10.36368/njedh.v6i2.153
Zeichner, K. (1992). Rethinking the practicum in the professional development school partnership. Journal of Teacher Education, 43(4), 296–307. https://doi.org/10.1177/0022487192043004009
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1–2), 89–99. https://doi.org/10.1177/0022487109347671
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