Effects of opportunities to learn in teacher preparation on future teachers' general pedagogical knowledge: Analyzing program characteristics and outcomes. (June 2017)

• Record Type: Journal Article
• Authors: König, Johannes; Ligtvoet, Rudy; Klemenz, Stefan; Rothland, Martin
• Is Part Of: Studies in educational evaluation. Volume 53(2017)
• Page Start: 122
• Page End: 133
• Publication Date: 2017-06
• Subjects: Assessment -- General pedagogical knowledge -- Opportunities to learn -- Teacher education -- Multi-level analysis; Curriculum evaluation -- Periodicals; Educational tests and measurements -- Periodicals; Programmes d'études -- Evaluation -- Périodiques; Tests et mesures en éducation -- Périodiques; 375.006
• DOI: 10.1016/j.stueduc.2017.03.001
• Languages: English
• ISSNs: 0191-491X

Abstract

Highlights: We examine effects of opportunities to learn (OTL) on general pedagogical knowledge. Hierarchical linear modeling is applied using a sample with two time points. OTL measures of pedagogical content and teaching practice effect the knowledge gain. Pedagogical content effects are on the individual and the program level. Teaching practice effects are on the individual level of future teachers only. Abstract: Empirical studies in higher education are needed that systematically connect program characteristics to program outcomes. We therefore examine the effects of opportunities to learn in teacher preparation on future teachers' general pedagogical knowledge. A sample of 1347 student teachers from 37 teacher preparation programs in 18 universities and pedagogical colleges in Germany and Austria with two time points is used. Results using hierarchical linear modeling show that measures of learning opportunities related to pedagogical content and teaching practice influence the gain in knowledge. Whereas measures for pedagogical content related to areas of didactics (adaptivity in teaching, structuring lessons) show effects on the knowledge gain both on the individual and on the program level, teaching practice measures related to in-school opportunities to learn have effects only on the individual level of future teachers. Implications for the effectiveness of teacher preparation and research suggestions are discussed.