Pre-service teachers’ content knowledge (CK) and pedagogical content knowledge (PCK) in their STEM teaching subject (mathematics or physics) is measured by means of knowledge tests and compared between the “Integrated Study Programme M.Ed. Vocational Education and Teacher Training” and the traditional master’s program. Measurement points are at the beginning (before university education) and end of the entire study program.

Lesson plans in the pre-service teachers of the “Integrated Study Programme M.Ed. Vocational Education and Teacher Training” are examined at the end of the 1^st, 2^nd, 3^rd semesters and end of the entire study program. A lesson plan template was designed in cooperation with teacher educators of both training phases (university education and teacher induction) in order to investigate pre-service teachers’ skills to use theoretical professional knowledge in the context of lesson planning.

Professional vision is the ability to use theoretical knowledge on teaching and learning to describe, explain and predict relevant teaching and learning events in classroom situations. Pre-service teachers’ professional vision is measured at the beginning and end of the study program as well as at the end of the 1st and 2nd semesters in the “Integrated Study Programme M.Ed. Vocational Education and Teacher Training”. Additionally, professional vision was also measured at the beginning of the traditional master’s program.

In the 2^nd and 3^rd semester (during university education and teacher induction), reflection skills are investigated in the pre-service teachers of the “Integrated Study Programme M.Ed. Vocational Education and Teacher Training”. Pre-service teachers evaluate to what extent their teaching was as effective as expected with the help of their own teaching videos and lesson plans. They are also required to propose alternatives to improve their lessons in the future.

Pre-service teachers’ motivation, satisfaction and stress are examined at the end of the 1^st and 2^nd  semesters, as well as at the end of every school year in the ‘Integrated Study Programme M.Ed. Vocational Education and Teacher Training’ and in the traditional master’s program. In the 2^nd and 3^rd semesters, students’ self-efficacy is examined in the context of their teaching practice for simulated situations in the ‘Integrated Study Programme M.Ed. Vocational Education and Teacher Training’. Furthermore, their reasons for the Career Choice are analysed at the beginning of the study program.

• Pre-service teachers’ perceived curriculum design coherence between university courses is examined in the 1^st, 2^nd and 3^rd semesters in the ‘Integrated Study Programme M.Ed. Vocational Education and Teacher Training’ and the traditional master’s program.
• Pre-service teachers’ perceived curriculum design coherence between university courses and teacher induction meetings is analysed weekly in the ‘Integrated Study Programme M.Ed. Vocational Education and Teacher Training’.
• Pre-service teachers’ perceived references to the school context in university courses are examined at the end of the 1^st and 2^nd semesters in the ‘Integrated Study Programme M.Ed. Vocational Education and Teacher Training’ and the traditional master’s program.
• Pre-service teachers’ perceived references to teacher professional knowledge in school mentors’ feedback are investigated in the ‘Integrated Study Programme M.Ed. Vocational Education and Teacher Training’. Measurement points are in the 2^nd and 3^rd semesters (in university education and teacher induction).
• Pre-service teachers’ perceived coherence between teacher training phases (university education and teacher induction) is examined at the end of the 1^st and 2^nd school year in the ‘Integrated Study Programme M. Ed. Vocational Education and Teacher Training’ (4^th and 6^th semester) and the traditional master’s program.

The results serve as a direct evaluation of the study program and are used directly for its further development.