Browsing NTNU Open by Author "Christophersen, Knut-Andreas"
Now showing items 1-9 of 9
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Antecedents of Norwegian student teachers' campus time on task
Christophersen, Knut-Andreas; Elstad, Eyvind; Solhaug, Trond; Turmo, Are (Journal article; Peer reviewed, 2015)A number of evaluations have shown that Norwegian student teachers spend little time studying on their course. In this study, we investigate the influence of selected antecedents of student teachers' time-on-task, based ... -
Antecedents of student teachers’ commitment to the teaching profession in Finland and Norway
Elstad, Eyvind; Juuti, Kalle; Christophersen, Knut-Andreas; Solhaug, Trond; Turmo, Are (Journal article; Peer reviewed, 2021)The purpose of this study was to explore antecedents of Finnish and Norwegian student teachers’ prospective commitment to work as teachers or pursue other careers. Are student teachers’ perceptions of coherence between the ... -
Developmental relationships in schools: pre-service teachers’ perceptions of mentors’ effort, self-development orientation, and use of theory
Lejonberg, Eli; Elstad, Eyvind; Sandvik, Lise Vikan; Solhaug, Trond; Christophersen, Knut-Andreas (Journal article; Peer reviewed, 2019)For the last two decades mentoring as a developmental relationship has been investigated and elaborated on by several researchers. In our study, 382 pre-service teachers answered questions about aspects of developmental ... -
Duration of On-Campus Academic Engagements of Student Teachers in Finland and Norway
Christophersen, Knut-Andreas; Elstad, Eyvind; juuti, kalle; Solhaug, Trond; Turmo, Are (Journal article; Peer reviewed, 2017)The duration of on-campus academic engagements is an uncertain and highly debated indicator of study input. Researchers adopt this indicator with the expectation that student teachers must invest an amount of time and ... -
Explaining motivational antecedents of citizenship behavior among preservice teachers
Christophersen, Knut-Andreas; Elstad, Eyvind; Solhaug, Trond; Turmo, Are (Journal article; Peer reviewed, 2015)A typical preservice teacher will experience demanding teaching situations during practicum. In such situations, interpersonal support from fellow students may be an important factor if experiences gained during teaching ... -
Finnish Teacher Education and Its Contributions to Preservice Teachers’ Instructional Self-Efficacy
Juuti, Kalle; Christophersen, Knut-Andreas; Elstad, Eyvind; Solhaug, Trond; Turmo, Are (Journal article; Peer reviewed, 2018)This study focuses on how Finnish pre-service teachers’ instructional self-efficacy contributes to their belief in their ability to provide learning opportunities and positive classroom outcomes. Data were gathered from ... -
Mentors of preservice teachers: The relationships between mentoring approach, self-efficacy and effort
Lejonberg, Eli; Elstad, Eyvind; Sandvik, Lise Vikan; Solhaug, Trond; Christophersen, Knut-Andreas (Journal article; Peer reviewed, 2018)Purpose The purpose of this paper is to discuss how different styles of mentoring in teacher education relate to mentor characteristics. Pre-service teachers often want practical advice. However, in Norway, school mentors ... -
Predictions of school mentors’ effort in teacher education programmes
Sandvik, Lise Vikan; Solhaug, Trond; Lejonberg, Eli; Elstad, Eyvind; Christophersen, Knut-Andreas (Journal article; Peer reviewed, 2019)Mentoring of pre-service teachers in their school practicum is vital to integrating different parts of the educational programmes and supporting the pre-service teachers to become educational professionals, but for mentors ... -
School mentors’ perceived integration into teacher education programmes
Sandvik, Lise Vikan; Solhaug, Trond; Lejonberg, Eli; Elstad, Eyvind; Christophersen, Knut-Andreas (Journal article; Peer reviewed, 2019)There is often a fragmentation between campus-based theoretical preparation of pre-service teachers and their practice in schools supported by school-based mentors. One of the fragmentation issues is related to how ...