Personality Factors and Development of Competence in Teacher Education

Motivation of this study are findings concerning the relationship between personal prerequisites and the general pedagogical knowledge (GPK) in teacher students. In this study, personality and work-related coping and experience patterns have been brought into relation with GPK. In addition, the relationship between personality and work-related coping and experience patterns has been studied. Results show that openness for experience contributed to a small incremental part of the variance in GPK at the second measurement point. At the first measurement point, experience patterns and personality variables do not significantly contribute to GPK. The work related coping and experience patterns have a meaningful contribution towards for predicting the development of GPK in a one-year-interval. Results illustrate the importance of personal traits for the development of general pedagogical knowledge.