This research project investigates student teacher professional agency (STPA) in a Brazilian and a Finnish teacher education program using a quantitative approach, unlike earlier qualitative studies. A questionnaire assessing STPA, environmental (i.e., curriculum coherence and learning environment), and individual (i.e., teacher identity) factors was administered to student teachers to both programs. Data were analyzed using structural equation modeling and network analysis. The student teachers’ perceptions of (1) coherence between parts of the program, theory, and practice; (2) positive climate with their peers and mentors’ recognition; and (3) teacher identity were the most relevant factors regulating STPA in both countries. These findings offer insights into developing a teacher education curriculum focused on strengthening STPA.

2025