Even though being a teacher, in a broad sense involve emotions, emotions as a pedagogical concern are, to a limited extent, reflected in Norwegian teacher education. This also seems to be a tendency regarding international teacher education where the notion of the preservice teachers' emotions is rarely addressed and has even been ignored. To…

We set out to investigate preservice teachers' beliefs about sources of teaching knowledge and their motivation to learn from practice and theory in teacher education in a longitudinal study (n = 96, at the beginning of the study). Participants placed more trust in experiential knowledge sources compared with formalized sources and participants'…

In this article, the authors illustrate some of the challenges and dilemmas that Norwegian early childhood education and care teachers experienced when completing a global screening tool (UPSI-5: Universal Psychosocial Indicator for 5 Year Old Boys and Girls) concerning the psychosocial well-being of five-year-olds as part of an international…

This study is the second from a longitudinal project examining students' motivation for teaching. The first study examined those entering the Postgraduate Certificate in Education (PGCE) course at four universities in Norway. The current study examines motivation among the same cohort of students at the end of the course, and reports on their…