How does pre-service teachers’ general pedagogical knowledge develop during university teacher education? Examining the impact of learning opportunities and entry characteristics over five time points using longitudinal models

Abstract

ABSTRACT General pedagogical knowledge (GPK) is regarded as a central component of the competence that teachers acquire during university teacher education. However, existing research on GPK typically uses only one or two measurement points to assess development and identify influencing factors. The present study draws on an annual survey of pre-service teachers’ GPK over 5 measurement points during the course of university teacher education (i.e. over the standard five-year study period). Latent growth curve models were used to assess knowledge development and explore potential influences. Knowledge development was best described as an increasing trend that flattens out over time. While students’ initial knowledge levels differed, their knowledge increase showed little interindividual variance. Initial knowledge level was related to the use of learning opportunities at the beginning of the study programme, but no significant association was identified between knowledge growth and increased learning opportunities over time. Moreover, initial knowledge level was predicted by the grade point average achieved in secondary school examinations but not by intrinsic motivation. Overall, the findings indicate that university teacher education effectively promotes GPK, with the entry phase being of particular significance.