Teacher's professional development is conceptualized as a lifelong learning process that fosters the development of professional expertise and professionalism (Evans, 2019). This process involves the continuous deepening of knowledge and skills required to establish and sustain effective teaching practices. Research highlights the benefits of professional development processes for both students and teachers (Kennedy,2016; Mansfield & Gu, 2019).

Extensive attention has been devoted to teachers’ professional development in the scholarly literature, particularly with regard to in-service teachers. Within this body of work, Vonk (1995) frames professionalism in teaching as a continuous, long-term process evolving across the teaching career. Despite this emphasis on career-long development, the role of initial teacher education within the broader framework of lifelong professional learning has received comparatively limited attention (Coppe et al., 2024). The present study seeks to address this gap by proposing a model of continuous professional learning structured around initial teacher education, while examining how orientations toward professionalism and lifelong learning in the field of teaching are shaped during the initial stage of teacher preparation. Specifically, the model focuses on student teachers’ motivations to engage in advanced academic studies as an expression of their professional orientations. Adopting an integrative perspective, the model links cognitive dimensions of professional development with motivational dimensions, as reflected in teachers’ commitment to the profession.

Teacher education programs: The literature identifies diverse models of teacher education that differ in their pedagogical orientations and educational goals. Some programs emphasize preparing teachers to promote students’ achievement and meet academic standards, reflecting accountability driven approaches such as No Child Left Behind (Bates & Townsend, 2007). Others view student teachers as learners who develop teaching knowledge and skills through inquiry and reflection, enabling adaptation to changing educational contexts (Sahlberg, 2011). Despite these differences, comparative analyses indicate that most teacher education programs share three core components, aligned with Shulman’s framework of the knowledge base for teaching (1987): content knowledge, pedagogical content-knowledge, and clinical experience in educational settings. In recent years, however, there has been growing recognition of the need to expand this framework by systematically integrating the development of twenty-first-century skills. These competencies, encompassing cognitive, personal, and social domains, are viewed not only as pedagogical aims but also as strategic resources for strengthening teachers’ resilience and supporting their adaptation to contemporary educational systems (Nissim & Danial‑Saad, 2023).

Alongside the cognitive dimensions emphasized in teacher education programs, increasing attention is given to motivational components aimed at fostering teachers’ professional identity. One key concept in this regard is professional commitment, defined as a psychological state reflecting individuals’ attitudes toward their chosen career. Professional commitment in teaching reflects alignment between teachers’ beliefs and professional values, expressed through emotional attachment to the profession, motivation for ongoing development, and dedication to long-term engagement in teaching. (Meyer & Allen, 1991). Empirical studies indicate that committed teachers express confidence in their career choice combined with intentions to remain in the profession (Kelchtermans, 2017).

The study aims to examine the extent to which initial teacher education processes, together with commitment to the profession, contribute to student teachers’ motivations for professionalism, with particular emphasis on engagement in advanced academic studies at the master’s degree level.

 Research Questions

1. To what extent do student teachers demonstrate commitment to the teaching profession and express motivations for professionalism through engagement in master’s degree studies?
2. To what extent do teacher education content and commitment to the teaching profession predict student teachers’ motivations to pursue continued studies at the master’s degree level?
3. Does student teachers’ commitment to the teaching profession serve as a mediating factor between teacher education content and motivations for professionalism through master’s degree studies?

Context: The teacher education system in Israel has undergone numerous changes and reforms since its establishment, aimed at adapting to the evolving needs of the education system. These adjustments have been driven by a sustained increase in demand for teachers, partly due to demographic changes and growth in student enrollment in schools and early childhood education settings, as well as by the need to respond to the shifting social, economic, political, and technological contexts in Israel (Donitsa-Shmidt, 2024). These processes have also been influenced by global developments, including international and domestic crises such as the COVID-19 pandemic. To ensure high-quality teacher education, particularly in response to a complex, and ambiguous environment, policymakers have established regulatory guidelines designed to provide a coherent foundation for professional studies. Within this framework, teacher education is generally structured as a developmental pathway, namely four-year academic program, followed by a structured internship, and the opportunity to pursue advanced master’s degree studies after several years of experience in the educational field. The revised teacher education framework introduced in 2020 places strong emphasis on teacher professionalism as a central outcome of initial preparation processes. It was designed to establish a parallel academic pathway alongside the developmental pathway, enabling a direct progression from undergraduate to graduate studies, as is common in several Western countries, such as Finland (Sahlberg, 2011). However, student teachers’ perceptions of this professional pathway have yet to be systematically examined. Participants: A total of 211 student teachers from a large central teacher education college completed the survey questionnaire, of whom 82% were women. The sample represented various undergraduate teacher education programs and included students across different stages of training: 55 students (26%) were in their first year, 72 (34%) in their second year, 55 (26%) in their third year, and 20 (10%) in their fourth year. Nine students (4%) did not report their year of study. Research instrument: The survey questionnaire was developed in alignment with the components of the teacher education guidelines and based on previously validated instruments. Content validity was assessed by three experts in the field of teacher education. Construct validity was examined through exploratory factor analysis, and reliability measures. Data analysis Data analysis was conducted using descriptive statistical methods. In addition, multivariate analyses were performed, including linear regression and structural equation modeling.

Preliminary findings indicate generally positive attitudes toward commitment to teaching, with 58% of participants expressing strong commitment to the profession. In addition, 75% reported interest in pursuing a master’s degree through a direct pathway, compared with 34% preferring a developmental pathway following teaching experience. A multivariate analysis shows that most teacher education components are not significantly associated with student teachers’ motivation to pursue professionalism through master’s degree studies, in either the direct or developmental pathways. The acquisition of twenty-first-century competencies and professional commitment were the only factors positively associated with motivation for the direct pathway. These findings suggest that teacher education quality alone does not directly predict motivation for continued professionalism, although indirect relationships may exist. Further path analysis conducted using structural equation modeling confirmed this hypothesis, demonstrating that clinical experience, the acquisition of twenty-first-century competencies, and satisfaction with teacher education, although not directly associated with motivation for professionalism, contribute to interest in pursuing advanced academic studies in teaching when mediated by commitment to the profession. Although academic degrees alone do not guarantee higher teaching quality or direct gains in student achievement, prior research highlights the important contribution of teachers’ educational attainment to student outcomes (Ingersoll, 2005). Simultaneously, many teachers are assigned to teach subjects outside their areas of formal preparation (Hobbs & Porsch, 2022). Beyond instructional effects, the entry of educators with high levels of human capital and advanced academic qualifications may have broader implications for school functioning and organizational capacity, which remain underexplored in sociological research on education. The findings highlight the central role of teacher education in shaping professional identity, conceptualizing professionalism as an integrative process encompassing knowledge, skills, and motivation. High-quality, forward-looking teacher education programs, including direct pathways to advanced degrees, may promote professional empowerment, sustained commitment, and long-term retention in the teaching profession.

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