Isaac Scientific Publishing

Journal of Advances in Education Research

Effects of Opportunities to Learn in Teacher Education on the Development of Teachers’ Professional Knowledge of French as a Foreign Language

Download PDF (337 KB) PP. 265 - 279 Pub. Date: November 9, 2017

DOI: 10.22606/jaer.2017.24007


  • Marie Evens*
    Centre for Instructional Psychology and Technology, KU Leuven, Leuven, Belgium
  • Jan Elen
    Centre for Instructional Psychology and Technology, KU Leuven, Leuven, Belgium
  • Fien Depaepe
    ITEC-imec, KU Leuven campus Kulak, Kortrijk, Belgium


An important goal of teacher education (TE) is to improve pre-service teachers’ pedagogical content knowledge (PCK), pedagogical knowledge (PK) and content knowledge (CK). It is not always clear what kind of opportunities to learn (OTL) in TE contribute to pre-service teachers’ knowledge development. We compared different cohorts (N = 360) in TE, and studied the effects of OTL (PCK, PK, CK, and practical experiences) on pre-service teachers’ PCK, PK and CK (in the domain of French as a foreign language). Second and third year students outperformed first year students on PCK, PK and CK (measured through quantitative test instruments). Positive effects of PCK OTL on PCK and PK are found, as well as positive effects of CK OTL on CK.


Teacher cognition; teacher professional knowledge; pedagogical content knowledge; teacher education; foreign language education.


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