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ORIGINAL RESEARCH article

Front. Educ.
Sec. Higher Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1452854

Norwegian Higher Education Teachers' Beliefs About Teaching, Motivation, and Approaches to Researching and Developing Teaching

Provisionally accepted
Leila Ferguson Leila Ferguson *
  • School of Health Sciences, Kristiania University College, Oslo, Oslo, Norway

The final, formatted version of the article will be published soon.

    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 the Teaching in Higher Education (THE) Survey, 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.

    Keywords: Teaching in higher education, Teachers' beliefs, Motivation, academic development, Scholarship of Teaching and Learning (SoTL) Norwegian Higher Education Teachers' Beliefs About Teaching, and Approaches to Researching and Developing Teaching

    Received: 21 Jun 2024; Accepted: 20 Dec 2024.

    Copyright: © 2024 Ferguson. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Leila Ferguson, School of Health Sciences, Kristiania University College, Oslo, 0153, Oslo, Norway

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