Pre-service teachers' general pedagogical knowledge and pedagogical learning opportunities at entry into induction: comparing traditional and alternative teacher education programs

Abstract

Globally, increasing numbers of individuals enter the teaching profession through alternative teacher education programs without prior university studies in teacher education or pedagogy. Compared to traditional programs, these alternative programs—for example, lateral entry programs in Germany, the country of the present study—are often considerably shorter and place a strong emphasis on in-school training. However, it remains unclear to what extent pre-service teachers (PST) in alternative programs (A-PST) possess general pedagogical knowledge (GPK) comparable to that of PST in traditional programs (T-PST), and whether potential gaps can be compensated for during in-school training as part of induction. This study conceptualizes GPK as a key outcome of university-based initial teacher education and additionally examines opportunities to learn (OTL) in pedagogical content and in-school learning activities that may underlie such knowledge development. Focusing on teacher education in North Rhine-Westphalia, the most populous federal state in Germany, the study compares A-PST and T-PST with respect to GPK, assessed using a standardized performance-based test, and self-reported OTL at the beginning of induction. Regression analyses reveal higher GPK among T-PST than A-PST in primary teacher education, whereas no significant differences emerge among secondary school PST. Across these teaching types, A-PST report fewer OTL related to pedagogical content but more extensive in-school OTL in lesson planning and teaching. After the preparatory semester of lateral entry, which precedes induction and requires teaching practice and pedagogical coursework, A-PST catch up with respect to content-related OTL but do not reach the same level of GPK as primary education T-PST at induction entry. Longitudinal analyses using latent change score models, however, reveal significant developments in both GPK and OTL among A-PST during the preparatory semester, although no significant associations between knowledge gains and OTL gains are found. Overall, the findings support that university-based teacher education effectively promotes GPK among primary school T-PST while also highlighting the potential of alternative programs to compensate for missing OTL through targeted training.