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

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Changing Teachers' Epistemic Cognition: A New Conceptual Framework for Epistemic Reflexivity (2017, background): “Similarly, in a study of epistemic cognition focusing on different knowledge sources and relations to motivation to learn from different aspects of a teacher preparation course, Bråten and Ferguson (2015) found that student teachers who trusted teacher educators and textbooks as sources of teaching ”
“Reality Shock” of Beginning Teachers? Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist-Oriented Beliefs (2020, background): “For example, Bråten and Ferguson (2015) found that teachers’ beliefs in theory-based sources of knowledge were related to a higher level of teachers’ motivation to learn from theoretically oriented coursework.”
Understanding and Promoting Thinking About Knowledge (2016, unknown): “…of knowledge (e.g., Braasch, Bråten, Strømsø, Anmarkrud, & Ferguson, 2013; Porsch & Bromme, 2011); investigations of teachers’ epistemic cognition (Bråten & Ferguson, 2015; Buehl & Fives, 2009, 2016; Fives & Buehl, 2008; Gregoire, 2003); and the expansion of Hofer and Pintrich’s (1997)…”