Preservice subject teachers’ beliefs about teacher subject interest: love for a subject as a resource and a challenge

Havia, Johanna; Lutovac, Sonja; Kaasila, Raimo (2024-12-19)
 
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Sisältö avataan julkiseksi: 19.06.2026
URL:
https://doi.org/10.1080/02619768.2024.2440714

Havia, Johanna
Lutovac, Sonja
Kaasila, Raimo
Taylor & Francis
19.12.2024

Havia, J., Lutovac, S., & Kaasila, R. (2024). Preservice subject teachers’ beliefs about teacher subject interest: love for a subject as a resource and a challenge. European Journal of Teacher Education, 1–18. https://doi.org/10.1080/02619768.2024.2440714

https://creativecommons.org/licenses/by-nc-nd/4.0/
© 2024 Association for Teacher Education in Europe. This is an Accepted Manuscript version of the following article, accepted for publication in European Journal of Teacher Education. Havia, J., Lutovac, S., & Kaasila, R. (2024). Preservice subject teachers’ beliefs about teacher subject interest: love for a subject as a resource and a challenge. European Journal of Teacher Education, 1–18. https://doi.org/10.1080/02619768.2024.2440714. It is deposited under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
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doi:https://doi.org/10.1080/02619768.2024.2440714
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https://urn.fi/URN:NBN:fi:oulu-202412207503
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Abstract

This study explores preservice teachers’ beliefs about teacher subject interest and its impact on teaching and learning, which has received little attention in research in initial teacher education. To form an understanding of their beliefs, we examined the writings produced by 47 preservice subject teachers of mathematics, physics and chemistry about teacher subject interest. All participants expressed that teacher subject interest, or lack thereof, has an impact on teaching and learning. Most preservice teachers’ beliefs were related to teacher’s high subject interest; however, preservice teachers also recognised possible challenges related to teacher’s high subject interest. Moreover, a few preservice teachers believed that a teacher should not let the possible differences in their subject interests be noticed by the students. These findings suggest that high subject interest can pose challenges and should be addressed in both research and teacher education.
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