There is a common understanding that becoming a teacher needs to be a continuous and coherent process of educational and professional development across all teacher education phases. This study focuses on the professional preparation of candidate teachers when entering the induction phase. It provides an opportunity to reconstruct their transition into the profession and asks how predictive perceived professional preparation at university and support at the induction phase are of candidate teachers’ experience of coherence. A sample of 537 candidate teachers in higher secondary schools in Germany participated in a questionnaire survey. By means of structural equation modeling, perceived professional preparation at university and support at the induction phase are found to systematically predict candidate teachers’ experience of coherence. Practical implications to improve coherence in teacher education are discussed.

中文翻译：

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候选人教师如何在大学教育和教师入职中体验连贯性：大学专业知觉的影响和教师入职期间的支持

有一个普遍的认识，成为一名教师需要在所有教师教育阶段中一个连续，连贯的教育和专业发展过程。这项研究侧重于进入入职阶段时候选教师的专业准备。它提供了一个机会，可以重建他们向专业的过渡，并询问大学中预测性的专业准备和入职阶段的支持如何影响候选人教师的连贯性。来自德国高中的537名候选教师的样本参加了问卷调查。通过结构方程建模，可以发现大学所感知的专业准备和入职阶段的支持可以系统地预测候选人教师的连贯经验。