Abstract
This study leverages cross-sectional data collected via the 2018 Teaching and Learning International Survey (N = 1907) to estimate national “trends” in pre-service teacher education (PSTE) from 1990 to 2018 in the United States. In particular, the study examines linear trends in the content emphases of U.S. lower-secondary PSTE and in this teacher population’s initial level of preparedness in various domains. Results indicate more stability than change over this period nationally. PSTE emphasis on classroom practice in some or all subject(s) taught, and on monitoring students’ development and learning, decreased in frequency over time. PSTE emphasis on use of information and communication technology for teaching increased over time. Only teacher preparedness ratings for the use of information and communication technology for teaching statistically increased from 1990-2018.
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