Selecting Teachers and Prospective Teachers: A Meta-Analysis

Abstract

The purpose of this review article was to examine the methods used for the selection of teachers for employment and prospective teachers entering initial teacher education (ITE) programs, and to assess the predictive validity of these methods. We reviewed 32 studies reporting selection methods administered in high-stakes conditions and that included an external (not self-reported) teacher effectiveness outcome measure. The overall effect size was small but significant (r = .12, p < .001). Moderator analyses showed that academic and non-academic predictors were both significantly associated with teacher effectiveness measures and that effect sizes were small (but significant) for selection into employment and ITE. We conclude the review by proposing a research agenda that has the potential to enhance educational outcomes by improving the selection of prospective teachers.

Supervisory Performance of Cooperative Teachers in Improving the Professional Preparation of Student Teachers

“…This indicates that cooperative teachers were improperly selected based on specific criteria. Heinz (2013), Klassen and Kim (2019) and Sawyer (2005) asserted that selecting the most qualified cooperative teachers can perform the student teachers' training process, which represents a positive contribution to the education field-training program. The reason behind these results are attributed to the lack of knowledge of cooperative teachers about the phases of pre-service teachers' education fieldtraining.…”

Using a simulation-based process to select applicants: enhancing quality evaluation of a teacher education programme

“…Thus, the current study is of crucial importance to our theoretical understanding of the selection process; its practical implications are regarding the using of SBS to enhance the quality evaluation of applicants to a teacher-education programme. This is important because the implications of implementing a process that is capable of selecting promising candidates include decreased professional dropout (Heinz, 2013;Kim et al, 2019) and improved quality of teachers (Klassen and Kim, 2019;Klassen et al, 2020), which strengthens the overall status of the teaching profession (Katz and Frish, 2016). Thus, an improved selection process ultimately improves the nation's social, economic and educational Teacher education programme welfare (Hanushek and Rivkin, 2012).…”

“…Selecting among applicants to teacher-education programmes: academic and non-academic criteria Selecting among applicants to teacher-education programmes is an important topic; nevertheless, the conventional methods used until recently were not grounded in evidencebased research (Rutledge et al, 2008). Moreover, the predictive validity of the standard selection methods used in higher education is increasingly being questioned (Klassen and Kim, 2019;Patterson et al, 2016). Measuring the cognitive criteria, which until recently was a major condition for accepting applicants to teacher-education programmes, is a relatively simple task, whereas evaluating non-cognitive characteristics such as interpersonal skills, motivational tendencies and personality traits, criteria which are deemed critical for effective teaching (Rimm-Kaufman and Hamre, 2010), is a much more complex task.…”

Using Multiple-Mini-Interviews for Admission into Teacher Education

“…In addition, in teacher education there is little longitudinal research examining admission and teacher effectiveness (Klassen & Kim, 2019). Casey and Childs (2011) even question the ability to have reliable outtake measures for a teacher education program.…”