LAUSR

Abstract This three-year study examined executive function development during teacher preparation. The sample consisted of 231 students in spring at Time 1, 36 students at Time 2, and 109 students at Time 3. Results indicate a non-significant decrease in the longitudinal mean change of metacognition index (MI) and behavioural regulation index (BRI) over time. MI growth trajectories had a nonlinear trend, while BRI growth trajectories had a linear trend during pre-service teacher preparation. Findings from the current study suggest that no value is added to students' executive functioning during three years of tertiary education. Implications for teacher preparation programs are discussed.