We investigated the factorial structure of preservice teachers' academic self-concept with regard to three domains of professional knowledge (content knowledge [CK], pedagogical content knowledge [PCK], and pedagogical/psychological knowledge [PPK]). We also analyzed the relation between preservice teachers' academic self-concept and their…

In this article, the authors focus on the concept of coherence, a relatively underexplored concept in teacher education. They investigate the relationship between students' perceptions of coherence and a number of structural features of teacher education programs to help develop a stronger definition of one important dimension of coherence--the…