to go in to teaching.
The study followed two cohorts of graduates who completed their studies in teacher colleges in Israel in the years 2005–2006 for a period of 10 years, a total of 11,978 graduates. Out of them, 10,428 studied in the concurrent model and 1550 in the consecutive model. To compare the effectiveness of the two models, efficiency and equity measures were used. The findings of the study indicate the advantage of the consecutive model in most of the measures examined.
The second explanation might be related to the layered manner in which the curricular components are organised in the two models. In the consecutive model, a sound preparation in theoretical and disciplinary knowledge interwoven with research is frst given to the students at the university. The second layer, which is added at the colleges of education, is centred mostly on the preparation of the students to teach and contains foundation studies, pedagogical studies and practical teaching experience. This layered approach seems to better contribute to graduates’ feeling of self-efcacy, readiness to teach and willingness to take on leading roles in school (Ross et al. 1999). Although it is commonly perceived that the concurrent model allows for better integration of curricular components (Doherty 1979), it might have, in fact, a negative eﬀect. Condensing all curricular components together might result in a shallow treatment of each of them, thus leading to feelings of unpreparedness and low readiness to teach.