Research Synthesis of Meta-Analyses of Preservice Teacher Preparation Practices in Higher Education. Identification of best practices in teacher preservice training remains one of the top goals of education reform. This research synthesis of teacher preparation practices examines meta-analyses on the topic to identify those practices that predictably lead to effective classroom instruction. The paper examines practices such as teacher degrees, preparation models, methods of course delivery, technology-based instruction, cooperative learning practices, instruction methods, field experience, field experience supervision, and induction practices. A cluster of six practices was associated with a medium effect size of preservice teacher training and positive educational outcomes. The highest impact practices include; extended student teaching (ten or more weeks), simulated instruction with practice, coaching and feedback, critical thinking instruction, micro-teaching, peer instruction, and course-based learning practices. Low impact practices identified in the study are teacher degree, number of education classes, explanation-based teaching methods, teacher certification, extended preparation programs, first-year teaching seminars, and teacher induction. The study finds high impact training practices to be reliable indicators that produce the most effective teachers. The results are consistent with previous research supporting course instruction linked to classroom teaching experiences, coaching while working with children in classrooms, frequent feedback based on observations of the preservice teachers performing tasks using evidence-based teaching methods.
Citation: Dunst, C. J., Hamby, D. W., Howse, R. B., Wilkie, H., & Annas, K. (2020). Research Synthesis of Meta-Analyses of Preservice Teacher Preparation Practices in Higher Education. Higher Education, 10(1).