Impact Evaluations of Teacher Preparation Practices: Challenges and Opportunities for More Rigorous Research

Abstract

Many teacher education researchers have expressed concerns about the lack of rigorous impact evaluations of teacher preparation practices. I summarize these various concerns as they relate to issues of internal validity, measurement, and external validity. I then assess the prevalence of these issues by reviewing 166 impact evaluations of teacher preparation practices published in peer-reviewed journals between 2002–2019. Although I find that very few studies address issues of internal validity, measurement, and external validity, I highlight some innovative approaches and present a checklist of considerations to assist future researchers in designing more rigorous impact evaluations.

Evaluating the relative impact of a virtual school visit as part of Intensive Training and Practice (ITaP) in initial teacher education: Study protocol for a mixed-methods randomised trial

“…Strong collaborations between the research and practice of delivering teacher education programmes are essential, however impact evaluations of ITE provision have historically been hampered by separations between research and practice, and by a lack of multi-disciplinary and multi-site partnerships (28). This study seeks to address this gap and ensure the study findings are useful, timely, and aimed at achieving meaningful impact on programme design and delivery, through a strong research-practice collaboration within the NIoT.…”

“…Identifying the impact of ITE approaches on teacher practices has long been a key challenge, due to the complexity of isolating particular ITE approaches from other influences on teacher practices (28). Many impact evaluations of ITE approaches have typically been designed to investigate the impact of ITE on teacher perceptions, self-efficacy and understanding, but not on teacher practices or student outcomes (28). There is a particular dearth of research in these areas in the English context.…”

Peran Operator E-Kinerja dalam Proses Persiapan Data Monitoring Seorang Guru

“…AI membantu dalam mengumpulkan dan menganalisis data secara real-time, memungkinkan evaluasi yang lebih objektif dan konsisten terhadap kinerja siswa. Namun, terdapat kekhawatiran yang berkembang mengenai kurangnya evaluasi dampak yang ketat terhadap praktik-praktik dalam persiapan guru (Mancenido, 2024). Hal ini mencerminkan kebutuhan mendesak untuk memperkuat metodologi evaluasi dalam program-program pelatihan guru agar dapat memastikan bahwa pendidik yang dihasilkan benar-benar memenuhi standar yang diharapkan dalam praktek pengajaran.…”