Abstract
This paper examines the effects of learning opportunities on the attainment of different proficiency levels in general pedagogical knowledge among student teachers to provide insights into their learning processes and the effectiveness of teacher preparation. The authors used a subsample of the EMW study with two time points, comprising the data of 1451 student teachers from 18 universities and teacher training colleges in Germany and Austria. Findings from logistic regression analyses show that measures of learning opportunities significantly affect the development of general pedagogical knowledge. Whereas instructional quality in seminars and lectures on pedagogy shows effects on achieving the lower levels representing theoretical knowledge components, teaching practice measures related to in-school learning opportunities additionally affects the attainment of the highest proficiency level representing practical knowledge components. Implications for the effectiveness of teacher preparation are discussed.
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