the magnitude of some of these differences suggests that new teachers may require more support to develop effective pedagogical strategies for teaching content in some countries than in others possibly due to limited preservice or inservice training in countries such as the czech republic iceland and sweden the gaps between the proportion of new and experienced teachers feeling very well prepared in classroom practice in the subject fields are greater than percentage points however in france percentage points and japan percentage points the differences between the groups are much smaller and there are no statistical significant differences in finland and korea