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Cited by 49Teacher Education and Leadership StudiesTeacher Education and AssessmentsEvaluation of Teaching Practices

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Metasynthesis of Preservice Professional Preparation and Teacher Education Research Studies

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Dunst, Carl J., Hamby, Deborah W., Howse, Robin B., Wilkie, Helen, Annas, Kimberly·2019·Education Sciences
DOI 10.3390/educsci9010050
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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.

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Metadata

Authors
Dunst, C. J., Hamby, D. W., Howse, R. B., Wilkie, H., & Annas, K.
Affiliations
Orelena Hawks Puckett Institute (US)
Corresponding author
Dunst, Carl J.
ORCID
Dunst, Carl J.
Venue
Education Sciences
Publisher
MDPI AG
Published
2019-03-08
Volume
9
Issue
1
Pages
50
ISSN
2227-7102 (ISSN-L)
DOI
10.3390/educsci9010050
OpenAlex
W2921388929
Cited by
49
References
8
Citations by year
2026: 6 · 2025: 13 · 2024: 8 · 2023: 10 · 2022: 4 · 2021: 5 · 2020: 1 · 2019: 2
FWCI
8.10
Type
journal article
Language
en
Open access
Licence
Locations
  • Education Sciences (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders
U.S. Department of Education, Office of Special Education Programs, Early Childhood Personnel Center, University of Connecticut Health Center (H325B120004)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Teacher Education and Assessments
  • Social Sciences › Education › Evaluation of Teaching Practices
Keywords
initial teacher education, teacher professional development, teaching quality, student teaching, microteaching, clinical supervision, cooperative learning, active learning, problem-based learning, inquiry-based learning, project-based learning, student performance, high-leverage practices

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