New and Experienced Teachers’ Trust of Sources of Pedagogical Knowledge and Implications for Teacher Motivation

• In Event: Poster Session 2
  In Poster Session: Advances in the Study of Epistemic Beliefs and Their Impact on Student and Teacher Outcomes

Abstract

This study investigates the trust of teachers in sources of knowledge as an avenue for analyzing their epistemology and professional development. Based on scores of 530 Norwegian teachers, the study reveals clear differences between new and experienced teachers with regard to their trust in research and their personal practical experiences as sources of pedagogical knowledge. Furthermore, the study reveals that the level of trust in sources of pedagogical knowledge predicts new teachers’ self-efficacy for instruction and maintaining discipline in the classroom, as well as experienced teachers’ job autonomy. Implication for teachers’ epistemology and professional development are discussed.

Authors

• Christian Brandmo, Department of Teacher Education and School Development - University of Oslo

• Eyvind Elstad, University of Oslo

• Dijana Tiplic, University of Oslo