Antecedents of Student Teachers’ Time-On-Task in Campus Activities in Denmark and Norway

Yıl 2024, Cilt: 13 Sayı: 1, 71 - 89, 30.04.2024

Eyvind Elstad Knut-andreas Abben Christophersen Are Turmo

Öz

Increased time-on-task is one of the overall goals for teacher education in both Denmark and Norway. However, student teachers’ time-on-task in those programs are uncertain and highly debated indicators of research input. Researchers adopt this indicator with the expectation that student teachers must invest time and effort in their courses that are approximately equivalent to that expended during a standard workweek. The purpose of this article is to analyse the differences between Danish and Norwegian teacher education for elementary schools based on a uniform survey conducted in each country; more specifically, the survey queried student teachers’ time-on-task in faculty- and student faculty-led campus activities. In this empirical study, we use survey data to examine factors that influence the duration of student teachers’ time-on-task in Norway (n = 274) and Denmark (n = 1224). To meet the study’s objectives, we conducted an ordinary least squares regression analysis and found that student teachers’ self-discipline and perceived study demands are the most important exogenous factors in the duration of their time-on-task. The analyses led us to explore their implications for the structure of teacher education programs, particularly in terms of curriculum design and the articulation of academic expectations.

Anahtar Kelimeler

teacher education, Norway, Denmark

Etik Beyan

We have followed ethical rules when we developed this project. All data were collected anonymously.

Destekleyen Kurum

University of Oslo

Kaynakça

• Ainslie, G. (2001). Breakdown of will. Cambridge University Press.
• Archer, J. (1994). Achievement goals as a measure of motivation in university students. Contemporary Educational Psychology, 19(4), 430–446. https://doi.org/10.1006/ceps.1994.1031
• Ashton, P. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal of Teacher Education, 35(5), 28–32. https://doi.org/10.1177/002248718403500507
• Blömeke, S., & Paine, L. (2008). Getting the fish out of the water: Considering benefits and problems of doing research on teacher education at an international level. Teaching and Teacher Education, 24(8), 2027–2037. https://doi.org/10.1016/j.tate.2008.05.006
• Boxall, P. & Purcell, J. (2011). Strategy and Human Resource Management. London: Palgrave Macmillan.
• British Educational Research Association. (2014). The role of research in teacher education: Reviewing the evidence. RSC Action and Research Centre. Retrieved from https://www.bera.ac.uk/wp-content/uploads/2014/02/BERA-RSA-Interim-Report.pdf?noredirect=1
• Brunello, G., & Schlotter, M. (2011). Non-cognitive skills and personality traits: Labour market relevance and their development in education & training systems. IZA DP No. 5743. Institute for the Study of Labor. Retrieved from https://docs.iza.org/dp5743.pdf
• Burkhauser, R. V., Daly, M. C., Houtenville, A. J., & Nargis, N. (2002). Self-reported work-limitation data: What they can and cannot tell us. Demography, 39(3), 541-555.
• Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education. London: Routledge.
• Cook, T. D., Campbell, D. T., & Shadish, W. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston, MA: Houghton Mifflin.
• Damen, M. L., Bakken, P., & Hauge, M. S. (2016, August 31–September 3). The influence of faculty expectations on students' workload: Searching for academic challenges [Paper presentation]. EAIR 38th Annual Forum, Birmingham, UK.
• Darling-Hammond, L., & Lieberman, A. (2011). Teacher education around the world: Changing policies and practices. London: Routledge.
• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
• Elstad, E. (2023). The evolution of extended universal compulsory schooling in Sweden, Norway and Denmark: Policy borrowing and path-dependent processes. Studies in Nordic Education, 43(1), 94–110. https://doi.org/10.23865/nse.v43.5422
• European Education and Culture Executive Agency. (2021). Teachers in Europe: Careers, development and well-being – Eurydice report. Luxembourg: Publications Office of the European Union. Retrieved from https://eurydice.eacea.ec.europa.eu/node/23314
• Godwin, K. E., Seltman, H., Almeda, M., Davis Skerbetz, M., Kai, S., Baker, R. S., & Fisher, A. V. (2021). The elusive relationship between time on-task and learning: Not simply an issue of measurement. Educational Psychology, 41(4), 502-519.
• Gollwitzer, P. M., & Oettingen, G. (2020). Implementation intentions. In Gellman, M. D. (Ed.). Encyclopedia of behavioral medicine (pp. 1159-1164). Cham: Springer International Publishing.
• Guillaume, D. W., & Khachikian, C. S. (2011). The effect of time‐on‐task on student grades and grade expectations. Assessment & Evaluation in Higher Education, 36(3), 251–261.
• Hammack, F. M. (1997). Ethical issues in teacher research. Teachers College Record, 99(2), 247-265.
• Harryson, H. (2018). Den pædagogiske diskurs i læreruddannelsen - formål, indhold og undervisningsmetoder. En komparation af læreruddannelserne HSN, Drammen, VIA, Aarhus og HÍ, Reykjavík. [The pedagogical discourse in teacher education – Purpose, content and teaching methods: A comparison of the teacher education programs HSN, Drammen, VIA, Aarhus and HÍ, Reykjavík]. Aarhus Universitetsforlag. Retrieved from http://ebooks.au.dk/index.php/aul/catalog/book/282
• Heckhausen, H. (1977). Achievement motivation and its constructs: A cognitive model. Motivation and Emotion, 1(4), 283–329. https://doi.org/10.1007/BF00992538
• Karweit, N. (1984). Time-on-task reconsidered: Synthesis of research on time and learning. Educational Leadership, 41(8), 32–35.
• Kuhl, J. (1985). Volitional mediators of cognitive-behaviour consistency: Self-regulatory processes and action versus state orientation. In J. Kuhl & J. Beckmann (Eds.), Action control: From cognition to behaviour (pp. 101–128). Cham: Springer. https://doi.org/10.1007/978-3-642-69746-3_6
• Larsen, C., Nørr, E., & Sonne, P. (2013). Da skolen tog form 1780-1850 [When the school took shape, 1780–1850]. Aarhus: Aarhus Universitetsforlag.
• Markussen, I. (2022). Kampen om lærernes uddannelse og profession i oplysningstiden [The struggle for teachers’ education and profession in the Age of Enlightenment]. Norsk Pedagogisk Tidsskrift, 106(3), 188–200. https://doi.org/10.18261/npt.106.3.2
• Ministry of Education and Research. (2017). Teacher education 2025: National strategy for quality and cooperation in teacher education. Government of Norway. Retrieved from https://www.regjeringen.no/en/dokumenter/larerutdanningene-2025.-nasjonal-strategi-for-kvalitet-og-samarbeid-i-larerutdanningene/id2555622/
• Pintrich, P. R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25(1), 92–104. https://doi.org/10.1006/ceps.1999.1017
• Roness, D., & Smith, K. (2009). Postgraduate certificate in education (PGCE) and student motivation. European Journal of Teacher Education, 32(2), 111–134. https://doi.org/10.1080/02619760902778982
• Seidel, T., & Shavelson, R. (2007). Teaching effectiveness research in the past decade. Review of Educational Research, 77(4), 454–499. https://doi.org/10.3102/0034654307310317
• Senko, C., Hulleman, C. S., & Harackiewicz, J. M. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist, 46(1), 26–47. https://doi.org/10.1080/00461520.2011.538646
• Uddannelses- og Forskningsministeriet. (2019). Tommy Ahlers: Vi har brug for en endnu bedre læreruddannelse [Tommy Ahlers: We need even better teacher education]. Government of Denmark. Retrieved from https://ufm.dk/aktuelt/pressemeddelelser/2019/tommy-ahlers-vi-har-brug-for-en-endnu-bedre-laereruddannelse
• Udviklingsgruppen for Læreruddannelsen. (2021). Anbefalinger fra udviklingsgruppe: Sådan bør fremtidens lærere uddannes [Recommendations from the development group: This is how the teachers of the future should be trained]. Government of Denmark. Retrieved from https://ufm.dk/aktuelt/pressemeddelelser/2021/anbefalinger-fra-udviklingsgruppe-sadan-bor-fremtidens-laerere-uddannes