Teacher education research is in still in the process of developing a robust set of tools that can measure the key features of coursework and fieldwork. This article focuses on the design of measures of “opportunities to learn” (OTLs) in content method courses that can be used across large populations of candidates at diverse preparation programs. We draw on the survey and interview data from a broader, longitudinal study of teacher preparation across four programs in the United States (n = 455 candidates). Variance decomposition suggests far greater within-program variation than between-program variation in reported OTL. More nuanced analyses at a single university indicate significant associations between individual characteristics and reports of OTL, suggesting that self-reports of OTL may tell us more about the candidates who complete a survey than the programs that prepare them. Discussion focuses on implications for teacher education research and next steps for studying OTL in methods coursework.

中文翻译：

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什么是教师准备中的“学习机会”？

教师教育研究仍处于开发一套强大的工具的过程中，这些工具可以衡量课程作业和实地作业的关键特征。本文重点介绍内容方法课程中“学习机会”(OTL) 措施的设计，这些课程可在不同预备课程的大量考生中使用。我们利用对美国四个项目（n = 455 名候选人）的教师准备进行更广泛的纵向研究的调查和访谈数据。方差分解表明，在报告的 OTL 中，程序内的变异比程序间的变异要大得多。对一所大学进行更细致的分析表明，个体特征与 OTL 报告之间存在显着关联，表明 OTL 的自我报告可能会告诉我们更多关于完成调查的候选人的信息，而不是准备他们的程序。讨论的重点是对教师教育研究的影响以及在方法课程中学习 OTL 的后续步骤。