Abstract
Results from a metasynthesis of the relationships between 14 different types of preservice teacher preparation practices and teaching quality, preschool to university student performance, and university student and beginning teacher belief appraisals are reported. Each type of preservice practice (e.g., course-based student learning) included different kinds of instructional methods (e.g., problem-based learning, inquiry-based learning, and project-based learning). The metasynthesis included 118 meta-analyses and 12 surveys of more than three million study participants. Findings clearly indicated that active university student and beginning teacher involvement in mastering the use of instructional practices and both knowledge and skill acquisition by far stood out as the most important preservice teacher preparation practices. These included extended student teaching experiences, simulated instructional practices and microteaching, faculty coaching and mentoring, clinical supervision, different types of cooperative learning practices, and course-based active student learning methods. The pattern of results helped identify high leverage and high impact teacher preparation practices. Implications for future research and improving teacher preparation are described.
Highlights
IntroductionThroughout the history of teacher preparation, different practices have been advanced as the most important for effective preservice teacher preparation and education [4,5]
Each of the tables summarizing the results from the metasynthesis for each set of teacher preparation practices includes the different comparisons or contrasts; the outcome measures that were the focus of practice–outcome relationships; the grade level of the outcome measures; the number of studies, sample sizes, and effect sizes for the practice–outcome relationships; the mean difference effect sizes for the aggregated results; and the
The metasynthesis of preservice teacher preparation practices was done in terms of “practice-based teacher education” [60], where a major goal was identifying high leverage [60] and high impact [53] teacher preparation practices considered essential for ensuring that students in teacher preparation programs “are extraordinarily well prepared” [7]
Summary
Throughout the history of teacher preparation, different practices have been advanced as the most important for effective preservice teacher preparation and education [4,5]. Among others (e.g., [11–13]) have extensively reviewed the teacher preparation literature with a focus on identifying the common features of effective university teacher training programs. Darling-Hammond [14], for example, concluded, based on her review of available evidence, that teacher preparation programs that graduate well-prepared teachers include a clear vision of good teaching, well-defined standards of professional practice, a strong core curriculum, extensive clinical experience, problem- and inquiry-based preservice student learning, strategies for dealing with student assumptions and beliefs about learning, and strong university and school relationships. Different teacher preparation specialists and researchers have called for use of a wide range of preservice teacher education practices to ensure that students “are extraordinarily well prepared” [7]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
