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Preservice Teachers’ Peer Support Through Close Social Ties: An Investigation Of The Social Side Of Teacher Education

Author

Listed:
  • Eyvind ELSTAD

    (University of Oslo, Norway)

  • Knut-Andreas CHRISTOPHERSEN

    (University of Oslo, Norway)

  • Are TURMO

    (University of Oslo, Norway)

Abstract

Typical preservice teachers will experience a number of demanding teaching situations during their school-based teaching practice. In such situations, peer support from fellow students may be an important factor. A questionnaire was distributed to Danish preservice teachers in selected teacher education programmes (namely, at university colleges). A total of 1,448 preservice teachers participated. Structural equation modelling of the questionnaire data shows that achievement goal motivation is the factor most strongly related to peer support. Intrinsic motivation is also a significant factor. The self-efficacy of preservice teachers in teaching situations is also related to peer support, while experiences of discipline problems in teaching situations are negatively related to self-efficacy. Implications of these findings are discussed.

Suggested Citation

  • Eyvind ELSTAD & Knut-Andreas CHRISTOPHERSEN & Are TURMO, 2020. "Preservice Teachers’ Peer Support Through Close Social Ties: An Investigation Of The Social Side Of Teacher Education," Advances in Education Sciences, Department of Communication, Journalism and Education Sciences, University of Craiova and Center of Advanced Studies in Education Sciences (CASES), vol. 2(2), pages 4-28, December.
    • Handle: RePEc:ako:aesjou:v:2:y:2020:i:2:p:4-28
    DOI: 10.5281/zenodo.4737663
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    More about this item

    Keywords

    preservice teacher education; closeness; peer support; self-efficacy; Denmark;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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