College of Education Effects: The Impact of Institutional Characteristics and Quality of Major Courses on Future Teachers’ Learning Experiences

This study analyzes the impact of the quality of major courses on the learning experiences of future teachers within teacher training institutions. The study includes data from 6,648 students enrolled across 83 national teacher training institutions, analyzed using multilevel regression and quantile regression with residuals. The results indicate that differences in learning experiences across universities account for only 4―6%, and no significant correlation was found among the prestige, location, or size of the institutions and the learning experiences of future teachers. However, the quality of major courses showed a significant relationship with learning experiences; higher quality courses are associated with more active and challenging learning experiences for future teachers. Further analyses revealed that neither prestigious university status nor high teacher training institution evaluation scores guaranteed high-quality major courses. Additionally, the quality of major courses (intellectual stimulation within the course, appropriate teaching methods, and instructor support) in institutions training elementary school teachers was significantly lower compared to those training secondary school teachers. Based on these findings, the paper discusses the need for systematic efforts and institutional measures to improve the quality of major courses within universities, beyond structural reforms of teacher training systems.