Relationships between campus experiences, practice experiences, long-term motivation and turnover intentions among Faroese student teachers

Teacher education comprises subject education, pedagogical studies and
training in schools. This complexity is demanding for all teacher training
institutions. The present study examines empirical relationships in teacher
education in the Faroe Islands. It explores the associations between the
relevance of campus pedagogy studies, the integration of theory and practice
during field experiences and the provision of personalised support by school
practice supervisors. Structural equation modelling is employed to analyse the
results of a survey of 105 student teachers and reveals positive links between
both the relevance of campus teaching and practice mentors’ integration of
theory and student teachers’ long-term motivation. However, no relationship is
observed between personalised support from practice mentors and student
teachers’ long-term motivation. As anticipated, the relevance of campus
teaching, integration of theory by practice mentors, and the level of personalised
support are negatively associated with intentions to discontinue teacher
education.