Framing Teacher Preparation Research

TLDR

The authors use a framework that blends sociology of knowledge and research‑as‑social‑practice to situate teacher‑education research within economic, intellectual, and demographic shifts, while examining researchers’ varied positions, purposes, and audiences inside and outside the field. The article aims to chart the contemporary landscape of research on teacher preparation and certification as the first part of a two‑part series. The authors reviewed over 1,500 studies published between 2000 and 2012, detailing the review process and developing a theoretical/analytic framework to guide the analysis. The review identifies strengths and weaknesses in the first of three major research programs—teacher‑preparation accountability, effectiveness, and policies—highlighting gaps in the literature.

Abstract

This is the first of a two-part article that aims to chart the contemporary landscape of research on teacher preparation and certification. It is based on a review of more than 1,500 studies published between 2000 and 2012. Part 1 provides information about how the review was conducted and describes the theoretical/analytic framework the authors developed to guide the review. The framework combines ideas from the sociology of knowledge and research as social practice. This framework situates the research on teacher education within salient economic, intellectual, and demographic developments of the past half century and also examines the practices of researchers who are differently positioned from one another, have divergent purposes and audiences, and who work both inside and outside teacher education. Part 1 also analyzes the first of three major research programs—research on teacher preparation accountability, effectiveness, and policies, identifying strengths and weaknesses in this body of studies.