Teacher education effectiveness as an emerging research paradigm: a synthesis of reviews of empirical studies published over three decades (1993–2023)

References

• (titles included into the review marked by an asterix)
   Google Scholar
• *Avalos, B. (2011). Teacher professional development in teaching and teacher educati on over ten years. Teaching and Teacher Education, 27(1), 10–20. https://doi.org/10.1016/j.tate.2010.08.007
   Web of Science ®Google Scholar
• Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y.-M. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180. https://doi.org/10.3102/0002831209345157
   Web of Science ®Google Scholar
• Berliner, D. C. (2004). Describing the behavior and documenting the accomplishments of expert teachers. Bulletin of Science, Technology and Society, 24(3), 200–212. https://doi.org/10.1177/0270467604265535
   Google Scholar
• Blömeke, S. (2017). Modelling teachers’ professional competence as a multi-dimensional construct. In S. Guerriero (Ed.), Pedagogical Knowledge and the Changing Nature of the Teaching Profession (pp. 119–135). Paris: OECD.
   Google Scholar
• Blömeke, S., Felbrich, A., Müller, C., Kaiser, G., & Lehmann, R. (2008). Effectiveness of teacher education: State of research, measurement issues and consequences for future studies. ZDM, 40(5), 719–734. https://doi.org/10.1007/s11858-008-0096-x
   Google Scholar
• Blömeke, S., Gustafsson, J.-E., & Shavelson, R. J. (2015). Beyond dichotomies: Competence viewed as a continuum. Zeitschrift für Psychologie, 223(1), 3–13. https://doi.org/10.1027/2151-2604/a000194
   Web of Science ®Google Scholar
• Blömeke, S., Jentsch, A., Ross, N., Kaiser, G., & König, J. (2022). Opening up the black box: Teacher competence, instructional quality, and students’ learning progression. Learning and Instruction, 79, 101600. https://doi.org/10.1016/j.learninstruc.2022.101600
   Web of Science ®Google Scholar
• Blömeke, S., Suhl, U., & Kaiser, G. (2011). Teacher education effectiveness: Quality and equity of future primary teachers’ mathematics and mathematics pedagogical content knowledge. Journal of Teacher Education, 62(2), 154–171. https://doi.org/10.1177/0022487110386798
   Web of Science ®Google Scholar
• *Bottiani, J. H., Larson, K. E., Debnam, K. J., Bischoff, C. M., & Bradshaw, C. P. (2018). Promoting educators’ use of culturally responsive practices: A systematic review of inservice interventions. Journal of Teacher Education, 69(4), 367–385. https://doi.org/10.1177/0022487117722553
   Web of Science ®Google Scholar
• Brophy, J., & Good, T. L. (1986). Teacher behavior and student achievement. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 328–375). Macmillan.
   Google Scholar
• Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Ravenio Books.
   Google Scholar
• Carroll, J. B. (1963). A model of school learning. Teachers College Record, 64(8), 1–9. https://doi.org/10.1177/016146816306400801
   Web of Science ®Google Scholar
• *Cochran-Smith, M., & Villegas, A. M. (2015). Framing teacher preparation research: An overview of the field, part 1. Journal of Teacher Education, 66(1), 7–20. https://doi.org/10.1177/0022487114549072
   Web of Science ®Google Scholar
• Cochran-Smith, M., & Zeichner, K. M. (Eds.). (2005). Studying teacher education. The report of the AERA Panel on research and teacher education. Lawrence Erlbaum.
   Google Scholar
• Cramer, C., Brown, C., & Aldridge, D. (2023). Meta-reflexivity and teacher professionalism: Facilitating multiparadigmatic teacher education to achieve a future-Proof profession. Journal of Teacher Education, 002248712311622. https://doi.org/10.1177/00224871231162295
   Web of Science ®Google Scholar
• *Cummings, R., Harlow, S., & Maddux, C. D. (2007). Moral reasoning of in‐service and pre‐service teachers: A review of the research. Journal of Moral Education, 36(1), 67–78. https://doi.org/10.1080/03057240601185471
   Web of Science ®Google Scholar
• Darling-Hammond, L. (2006). Assessing teacher education. The usefulness of multiple measures for assessing program outcomes. Journal of Teacher Education, 57(2), 120–138. https://doi.org/10.1177/0022487105283796
   Web of Science ®Google Scholar
• Darling-Hammond, L. (2020). Accountability in teacher education. Action in Teacher Education, 42(1), 60–71. https://doi.org/10.1080/01626620.2019.1704464
   Google Scholar
• Darling-Hammond, L., & Bransford, J. (Eds.). (2007). Preparing teachers for a changing world: What teachers should learn and be able to do. John Wiley & Sons.
   Google Scholar
• Darling-Hammond, L., Holtzman, D. J., Gatlin, S. J., & Heilig, J. V. (2005). Does teacher preparation matter? Evidence about teacher certification, teach for America, and teacher effectiveness. Education Policy Analysis Archives, 13, 1–48. https://doi.org/10.14507/epaa.v13n42.2005
   Google Scholar
• Day, C. (1999). Developing teachers: The challenges of lifelong learning. Falmer Press.
   Google Scholar
• Dixon-Woods, M., Agarwal, S., Jones, D., Young, B., & Sutton, A. (2005). Synthesising qualitative and quantitative evidence: A review of possible methods. Journal of Health Services Research & Policy, 10(1), 45–53. https://doi.org/10.1177/135581960501000110
   PubMedGoogle Scholar
• Doyle, W. (1977). 4: Paradigms for research on teacher effectiveness. Review of Research in Education, 5(1), 163–198. https://doi.org/10.3102/0091732X005001163
   Google Scholar
• Fernández-Batanero, J. M., Montenegro-Rueda, M., Fernández-Cerero, J., & García-Martínez, I. (2022). Digital competences for teacher professional development. Systematic review. European Journal of Teacher Education, 45(4), 513–531. https://doi.org/10.1080/02619768.2020.1827389
   Web of Science ®Google Scholar
• Flores, M. A. (2016). Teacher education curriculum. In J. Loughran & M. L. Hamilton (Eds.), International handbook of Teacher education (pp. 187–230). Springer.
   Google Scholar
• Florian, L., & Camedda, D. (2020). Enhancing teacher education for inclusion. European Journal of Teacher Education, 43(1), 4–8. https://doi.org/10.1080/02619768.2020.1707579
   Web of Science ®Google Scholar
• Gage, N. L., & Needels, M. (1989). Process-product research on teaching: A review of criticisms. The Elementary School Journal, 89(3), 253–300. https://doi.org/10.1086/461577
   Web of Science ®Google Scholar
• Galluzzo, G. R., & Craig, J. R. (1990). Evaluation of preservice teacher education programs. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 599–616). Macmillan.
   Google Scholar
• *Gentry, L. B., Denton, C. A., & Kurz, T. (2008). Technologically-based mentoring provided to teachers: A synthesis of the literature. Journal of Technology & Teacher Education, 16(3), 339–373.
   Google Scholar
• Grossman, P. (2008). Responding to our critics: From crisis to opportunity in research on teacher education. Journal of Teacher Education, 59(1), 10–23. https://doi.org/10.1177/0022487107310748
   Web of Science ®Google Scholar
• Guerriero, S. (Ed.). (2017). Pedagogical knowledge and the changing nature of the teaching profession. OECD.
   Google Scholar
• Hascher, T., & Waber, J. (2021). Teacher well-being: A systematic review of the research literature from the year 2000–2019. Educational Research Review, 34, 100411. https://doi.org/10.1016/j.edurev.2021.100411
   Web of Science ®Google Scholar
• Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
   Google Scholar
• Hill, H., Mancenido, Z., & Loeb, S. (2021). Effectiveness research for teacher education. (EdWorkingPaper: 21-252). Annenberg Institute at Brown University.
   Google Scholar
• *Hogan, T., Rabinowitz, M., & Craven, J. A., III. (2003). Representation in teaching: Inferences from research of expert and novice teachers. Educational Psychologist, 38(4), 235–247. https://doi.org/10.1207/S15326985EP3804_3
   Web of Science ®Google Scholar
• Horsley, T. (2019). Tips for improving the writing and reporting quality of systematic, scoping, and narrative reviews. Journal of Continuing Education in the Health Professions, 39(1), 54–57. https://doi.org/10.1097/CEH.0000000000000241
   PubMed Web of Science ®Google Scholar
• *Juanjuan, G., & Mohd Yusoff, N. (2022). The shared features of effective improvement programmes for teachers’ assessment literacy. Pedagogies: An International Journal, 1–18. https://doi.org/10.1080/1554480X.2022.2084398
   Web of Science ®Google Scholar
• Kaiser, G., & König, J. (2019). Competence measurement in (mathematics) teacher education and beyond: Implications for policy. Higher Education Policy, 32(4), 597–615. https://doi.org/10.1057/s41307-019-00139-z
   Web of Science ®Google Scholar
• *Kanellopoulou, E. M. D., & Darra, M. (2019). Benefits, difficulties and conditions of lesson study implementation in basic teacher education: A review. International Journal of Higher Education, 8(4), 18–35. https://doi.org/10.5430/ijhe.v8n4p18
   Google Scholar
• Karsenti, T. (2019). Artificial intelligence in education: The urgent need to prepare teachers for tomorrow’s schools. Formation et profession, 27(1), 105–111. https://doi.org/10.18162/fp.2019.a166
   Google Scholar
• *Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945–980. https://doi.org/10.3102/0034654315626800
   Web of Science ®Google Scholar
• *Knight, S. L., & Wiseman, D. L. (2005). Professional development for teachers of diverse students: A summary of the research. Journal of Education for Students Placed at Risk (JESPAR), 10(4), 387–405. https://doi.org/10.1207/s15327671espr1004_3
   Google Scholar
• König, J., & Blömeke, S. (2020). Wirksamkeits-Ansatz in der Lehrerinnen-und Lehrerbildung [Effectiveness approach in teacher education]. In C. Cramer, J. König, M. Rothland, & S. Blömeke (Eds.), Handbuch lehrerinnen- und lehrerbildung [handbook of Teacher education.] (pp. 172–178). Klinkhardt/UTB.
   Google Scholar
• König, J., Heine, S., Jäger-Biela, D., & Rothland, M. (2022). ICT integration in teachers’ lesson plans: A scoping review of empirical studies. European Journal of Teacher Education, 1–29. https://doi.org/10.1080/02619768.2022.2138323
   Web of Science ®Google Scholar
• *König, J., & Rothland, M. (2022). Lesson planning competence: Empirical approaches and findings. Zeitschrift Für Erziehungswissenschaft, 25(4), 771–813. https://doi.org/10.1007/s11618-022-01107-x
   Web of Science ®Google Scholar
• König, J., Santagata, R., Schreiner, T., Adleff, A.-K., Yang, X., & Kaiser, G. (2022). Teacher noticing: A systematic literature review on conceptualizations, research designs, and findings on learning to notice. Educational Research Review, 36, 100453. https://doi.org/10.1016/j.edurev.2022.100453
   Web of Science ®Google Scholar
• *Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588. https://doi.org/10.3102/0034654318759268
   Web of Science ®Google Scholar
• *Kurniawati, F., De Boer, A. A., Minnaert, A. E. M. G., & Mangunsong, F. (2014). Characteristics of primary teacher training programmes on inclusion: A literature focus. Educational Research, 56(3), 310–326. https://doi.org/10.1080/00131881.2014.934555
   Web of Science ®Google Scholar
• *Kyriacou, C. (1993). Research on the development of expertise in classroom teaching during initial training and the first year of teaching. Educational Review, 45(1), 79–87. https://doi.org/10.1080/0013191930450107
   Web of Science ®Google Scholar
• Kyriakides, L., Christoforou, C., & Charalambous, C. Y. (2013). What matters for student learning outcomes: A meta-analysis of studies exploring factors of effective teaching. Teaching and Teacher Education, 36, 143–152. https://doi.org/10.1016/j.tate.2013.07.010
   Web of Science ®Google Scholar
• Lawson, T., Çakmak, M., Gündüz, M., & Busher, H. (2015). Research on teaching practicum–a systematic review. European Journal of Teacher Education, 38(3), 392–407. https://doi.org/10.1080/02619768.2014.994060
   Web of Science ®Google Scholar
• Lortie, D. C. (1975). Schoolteacher: A sociological study. University of Chicago Press.
   Google Scholar
• *Ma, K., Zhang, J., Chutiyami, M., Liang, L., & Dong, J. (2023). Effectiveness of blended teaching in preservice teacher education: A meta-analysis. Distance Education, 44(3), 495–521. https://doi.org/10.1080/01587919.2022.2155617
   Web of Science ®Google Scholar
• *Menekse, M. (2015). Computer science teacher professional development in the United States: A review of studies published between 2004 and 2014. Computer Science Education, 25(4), 325–350. https://doi.org/10.1080/08993408.2015.1111645
   Web of Science ®Google Scholar
• *Mesutoglu, C., & Baran, E. (2021). Integration of engineering into K-12 education: A systematic review of teacher professional development programs. Research in Science & Technological Education, 39(3), 328–346. https://doi.org/10.1080/02635143.2020.1740669
   Web of Science ®Google Scholar
• Muijs, D., & Reynolds, D. (2005). Effective teaching: Evidence and practice. Sage.
   Google Scholar
• Munn, Z., Peters, M. D. J., Stern, C., Tufanaru, C., McArthur, A., & Aromataris, E. (2018). Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach. BMC Medical Research Methodology, 18(1), 143.https://doi.org/10.1186/s12874-018-0611-x
   PubMed Web of Science ®Google Scholar
• OECD. (2018). Effective teacher policies: Insights from PISA. OECD Publishing.
   Google Scholar
• Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hrobjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S. … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. PLOS Medicine, 18(3), e1003583. https://doi.org/10.1371/journal.pmed.1003583
   PubMed Web of Science ®Google Scholar
• *Parkhouse, H., Lu, C. Y., & Massaro, V. R. (2019). Multicultural education professional development: A review of the literature. Review of Educational Research, 89(3), 416–458. https://doi.org/10.3102/0034654319840359
   Web of Science ®Google Scholar
• *Perry, T., Findon, M., & Cordingley, P. (2021). Remote and blended teacher education: A rapid review. Education Sciences, 11(8), 453. https://doi.org/10.3390/educsci11080453
   Web of Science ®Google Scholar
• Rowan, L., Mayer, D., Kline, J., Kostogriz, A., & Walker-Gibbs, B. (2015). Investigating the effectiveness of teacher education for early career teachers in diverse settings: The longitudinal research we have to have. The Australian Educational Researcher, 42(3), 273–298. https://doi.org/10.1007/s13384-014-0163-y
   Web of Science ®Google Scholar
• Scheerens, J. (2023). Theory on teaching effectiveness at meta, general and partial level. In Theorizing teaching: Current status and open issues (pp. 97–130). Cham: Springer International Publishing.
   Google Scholar
• *Scheerens, J., & Blömeke, S. (2016). Integrating teacher education effectiveness research into educational effectiveness models. Educational Research Review, 18, 70–87. https://doi.org/10.1016/j.edurev.2016.03.002
   Web of Science ®Google Scholar
• Seidel, T., & Shavelson, R. J. (2007). Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77(4), 454–499. https://doi.org/10.3102/0034654307310317
   Web of Science ®Google Scholar
• *Shepherd, J., Pickett, K., Dewhirst, S., Byrne, J., Speller, V., Grace, M., Almond, P. & Roderick, P. (2016). Initial teacher training to promote health and well-being in schools–a systematic review of effectiveness, barriers and facilitators. Health Education Journal, 75(6), 721–735. https://doi.org/10.1177/0017896915614333
   Web of Science ®Google Scholar
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Research, 57(1), 1–22. https://doi.org/10.17763/haer.57.1.j463w79r56455411
   Web of Science ®Google Scholar
• *Snell, E. K., Hindman, A. H., & Wasik, B. A. (2019). A review of research on technology-mediated language and literacy professional development models. Journal of Early Childhood Teacher Education, 40(3), 205–220. https://doi.org/10.1080/10901027.2018.1539794
   Web of Science ®Google Scholar
• *Spooner-Lane, R. (2017). Mentoring beginning teachers in primary schools: Research review. Professional Development in Education, 43(2), 253–273. https://doi.org/10.1080/19415257.2016.1148624
   Web of Science ®Google Scholar
• Staiger, D. O., & Rockoff, J. E. (2010). Searching for effective teachers with imperfect information. Journal of Economic Perspectives, 24(3), 97–118. https://doi.org/10.1257/jep.24.3.97
   Web of Science ®Google Scholar
• Stigler, J. W., & Miller, K. F. (2018). Expertise and expert performance in teaching. In A. Ericsson, R. R. Hoffman, A. Kozbelt, & A. M. Williams (Eds.), The Cambridge handbook of expertise and expert performance (2nd ed., pp. 431–452). Cambridge University Press.
   Google Scholar
• *Sultana, R. G. (2005). The initial education of high school teachers: A critical review of major issues and trends. Studying Teacher Education, 1(2), 225–243. https://doi.org/10.1080/17425960500288390
   Google Scholar
• Tatto, M. T., & Senk, S. (2011). The mathematics education of future primary and secondary teachers: Methods and findings from the teacher education and development study in mathematics. Journal of Teacher Education, 62(2), 121–137. https://doi.org/10.1177/0022487110391807
   Web of Science ®Google Scholar
• Townsend, T., & Bates, R. (2007). Handbook of teacher education: Globalisation, standards and professionalism in times of change. Springer.
   Google Scholar
• *Ustuk, Ö., & Çomoglu, İ. (2019). Lesson study for professional development of English language teachers: Key takeaways from International practices. Journal on Efficiency and Responsibility in Education and Science, 12(2), 41–50. https://doi.org/10.7160/eriesj.2019.120202
   Web of Science ®Google Scholar
• *Vernon-Dotson, L. J., Floyd, L. O., Dukes, C., & Darling, S. M. (2014). Course delivery: Keystones of effective special education teacher preparation. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 37(1), 34–50. https://doi.org/10.1177/0888406413507728
   Google Scholar
• Walberg, H. J. (2003). Improving educational productivity. An assesesment of extant research. In R. F. Subotnik & H. J. Walberg (Eds.), The scientific basis of education productivity (pp. 103–159). IAP.
   Google Scholar
• Werquin, P. (2010). Recognising non-formal and informal learning. Outcomes, policies and practices. OECD.
   Google Scholar
• Zeichner, K. M. (1993). Traditions of practice in U.S. pre-service teacher education programmes. Teaching and Teacher Education, 9(1), 1–13. https://doi.org/10.1016/0742-051X(93)90011-5
   Web of Science ®Google Scholar
• *Zhang, J., Zhou, M., & Zhang, X. (2022). Interventions to promote teachers’ perceptions about STEM education: A meta-analysis. Education and Information Technologies, 28, 7355–7390. https://doi.org/10.1007/s10639-022-11492-9
   Web of Science ®Google Scholar