Student Performance in Teacher Education in Norway: The Impact of Student, Institutional and Structural Factors
Source: European Journal of Teacher Education, Volume 37, Issue 4, 2014, pages 442-452
The newest estimates in Norway reveal that the country will lack 9000 teachers in 2020. The situation is made even worse by the high number of dropouts and low performance rates in teacher education. There are many factors which have an impact on study performance and progress. Some factors are at student level, some at institutional or programme level and others at structural level.
In this article, the authors will discuss how students attending two different teacher education programmes at a university college in Norway negotiate between their studies and the need to earn money and the consequences this has for their study performance. The article focuses on student-level factors and how the university college organises its campus programmes. The findings are based on a quantitative study among 401 student teachers.