Norwegian higher education teachers’ beliefs about teaching, motivation, and approaches to researching and developing teaching
Quality teaching in higher education is enjoying renewed political and scholarly interest in Norway. Building on extant research on teachers at primary and secondary levels, and budding research at the tertiary level, the present investigation focuses on higher education teachers’ beliefs about teac...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-01-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2024.1452854/full |
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| author | Leila E. Ferguson |
| author_facet | Leila E. Ferguson |
| author_sort | Leila E. Ferguson |
| collection | DOAJ |
| description | Quality teaching in higher education is enjoying renewed political and scholarly interest in Norway. Building on extant research on teachers at primary and secondary levels, and budding research at the tertiary level, the present investigation focuses on higher education teachers’ beliefs about teaching, motivation, and beliefs about researching and developing teaching. Using data from the Teaching in Higher Education (THE) Survey that was subjected to factor and regression analyses, we found that participants (n = 56) preferred alternative and personal sources of teaching knowledge over formal sources and those offered by academic developers. On the whole, the participants were motivated to teach. Relations were found between beliefs about sources of teaching knowledge and motivation, respectively, and beliefs about research and development of teaching. Implications in terms of the Scholarship of Teaching and Learning and academic development, including the need for increased focus on teacher beliefs and evidence-based practice in higher education, are discussed. |
| format | Article |
| id | doaj-art-c2ba0fcd7f8b44b399d19af61e5dd4e2 |
| institution | Kabale University |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-c2ba0fcd7f8b44b399d19af61e5dd4e22025-01-24T11:11:15ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-01-01910.3389/feduc.2024.14528541452854Norwegian higher education teachers’ beliefs about teaching, motivation, and approaches to researching and developing teachingLeila E. FergusonQuality teaching in higher education is enjoying renewed political and scholarly interest in Norway. Building on extant research on teachers at primary and secondary levels, and budding research at the tertiary level, the present investigation focuses on higher education teachers’ beliefs about teaching, motivation, and beliefs about researching and developing teaching. Using data from the Teaching in Higher Education (THE) Survey that was subjected to factor and regression analyses, we found that participants (n = 56) preferred alternative and personal sources of teaching knowledge over formal sources and those offered by academic developers. On the whole, the participants were motivated to teach. Relations were found between beliefs about sources of teaching knowledge and motivation, respectively, and beliefs about research and development of teaching. Implications in terms of the Scholarship of Teaching and Learning and academic development, including the need for increased focus on teacher beliefs and evidence-based practice in higher education, are discussed.https://www.frontiersin.org/articles/10.3389/feduc.2024.1452854/fullteaching in higher educationteachers’ beliefsmotivationacademic developmentscholarship of teaching and learning |
| spellingShingle | Leila E. Ferguson Norwegian higher education teachers’ beliefs about teaching, motivation, and approaches to researching and developing teaching Frontiers in Education teaching in higher education teachers’ beliefs motivation academic development scholarship of teaching and learning |
| title | Norwegian higher education teachers’ beliefs about teaching, motivation, and approaches to researching and developing teaching |
| title_full | Norwegian higher education teachers’ beliefs about teaching, motivation, and approaches to researching and developing teaching |
| title_fullStr | Norwegian higher education teachers’ beliefs about teaching, motivation, and approaches to researching and developing teaching |
| title_full_unstemmed | Norwegian higher education teachers’ beliefs about teaching, motivation, and approaches to researching and developing teaching |
| title_short | Norwegian higher education teachers’ beliefs about teaching, motivation, and approaches to researching and developing teaching |
| title_sort | norwegian higher education teachers beliefs about teaching motivation and approaches to researching and developing teaching |
| topic | teaching in higher education teachers’ beliefs motivation academic development scholarship of teaching and learning |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2024.1452854/full |
| work_keys_str_mv | AT leilaeferguson norwegianhighereducationteachersbeliefsaboutteachingmotivationandapproachestoresearchinganddevelopingteaching |