Abstract
A number of evaluations have shown that Norwegian student teachers spend little time studying on their course. In this study, we investigate the influence of selected antecedents of student teachers' time-on-task, based on survey data and structural equation modelling. The main finding is that student self-discipline and the level of external academic pressure stands out as significant predictors of student time on task. This is particularly evident regarding time on task on individual studies and student led colloquiums. The type of teacher education programme appears to be of significance. This is mainly explained by a higher reported average time use on lectures and teacher led seminars at the university colleges than at the universities. If a low level of time on task is regarded a problem, a tightening of the work requirements in the campus-based elements of teacher education should be a possible remedy.
Antecedents of Norwegian student teachers' campus time on task