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

Johannes Königa Empirical School Research, University of Cologne, Cologne, GermanyCorrespondence[email protected]

Sandra Heinea Empirical School Research, University of Cologne, Cologne, Germany

Charlotte Kramera Empirical School Research, University of Cologne, Cologne, Germany

Jonas Weyersa Empirical School Research, University of Cologne, Cologne, Germany

Michael Becker-Mrotzekb German Language Studies and their Didactics, University of Cologne, Cologne, Germany

Jörg Großschedlc Biology Education, University of Cologne, Cologne, Germany

Charlotte Hanischd Psychology and Psychotherapy in Special Education and Rehabilitation, University of Cologne, Cologne, Germany

Petra Hankee School Research, Primary Education Research, University of Cologne, Cologne, Germany

Thomas Hennemannf Special education in schools, University of Cologne, Cologne, Germany

Jörg Jostb German Language Studies and their Didactics, University of Cologne, Cologne, Germany

Kai Kasparg Social- and Media Psychology, University of Cologne, Cologne, Germany

Benjamin Rotth Mathematics Education, University of Cologne, Cologne, Germany

Sarah Straußa Empirical School Research, University of Cologne, Cologne, Germany

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