LAUSR

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.