Beliefs about sources of knowledge predict motivation for learning in teacher education

• Beliefs about sources of knowledge and motivation to learn were assessed.
• Beliefs in experiential sources were stronger than in formalized sources.
• Motivation to learn from practice was higher than motivation to learn from theory.
• Beliefs in experiential sources predicted motivation to learn from practice.
• Beliefs in formalized sources predicted motivation to learn from theory.

The purpose of this study was to provide new understanding concerning the theory-practice gap in teacher education. Participants, who were 96 Norwegian student teachers, were found to believe more in practically-derived than in theory-based sources of knowledge about instruction and student learning and to be more motivated for learning from practice than from theory in teacher education. Moreover, stronger beliefs in theory-based sources of knowledge were related to higher motivation to learn from theoretically-oriented coursework and stronger beliefs in practically-derived sources were related to higher motivation to learn from teaching practice. Theoretical and educational implications of the findings are discussed.