
Transforming Teacher Education: A Systematic Examination of Literature for Quality Teaching
Professor Michael Harrison , School of Education and Pedagogy, University of Melbourne, AustraliaAbstract
Quality education is a fundamental aspect of any nation's development, and the foundation for providing quality education lies in the training and preparation of effective educators. This systematic review aims to analyze the literature surrounding comprehensive teacher education and its impact on enhancing quality education. Drawing from a wide array of studies across global contexts, this review synthesizes research findings on the key elements of teacher education programs, including curriculum design, pedagogical strategies, field experiences, and ongoing professional development. The review identifies best practices and highlights the critical role of comprehensive teacher education in producing well-equipped, adaptable, and effective educators. This article concludes by proposing practical recommendations for strengthening teacher education programs to improve educational outcomes and meet the diverse needs of students.
Keywords
Teacher education, omprehensive teacher preparation, quality education
References
Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20. https://doi.org/10.1016/j.tate.2010.08.007
Clarke, D. J., & Hollingsworth, H. (2002). Designing and testing the 'Interconnected Model of Teacher Professional Growth'. Teaching and Teacher Education, 18(8), 947-967. https://doi.org/10.1016/S0742-051X(02)00053-7
Cochran-Smith, M. (2004). The Challenge of Teacher Education in the Age of Accountability. Yearbook of the National Society for the Study of Education, 103(1), 53-74. https://doi.org/10.1111/j.1744-7984.2004.tb00011.x
Cochran-Smith, M., & Zeichner, K. M. (2005). Teacher education and the struggle for social justice. Routledge.
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Educational Policy Analysis Archives, 8(1), 1-44. https://doi.org/10.14507/epaa.v8n1.2000
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381-391. https://doi.org/10.1080/135406002100000512
Ingersoll, R. M. (2003). Who controls teachers’ work? Power and accountability in America’s schools. Harvard University Press.
Kohn, A. (1996). Beyond discipline: From compliance to community. Association for Supervision and Curriculum Development.
Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. John Wiley & Sons.
Loughran, J. (2006). Developing a pedagogy of teacher education: Understanding teaching and learning about teaching. Routledge.
Mewborn, D. S. (2002). Teachers as learners: Lessons from the professional development of elementary mathematics teachers. Journal of Mathematics Teacher Education, 5(1), 11-34. https://doi.org/10.1023/A:1012529227582
Zeichner, K. M. (2010). Rethinking the role of practice in teacher education: A case study of the professional development school model. Yearbook of the National Society for the Study of Education, 109(2), 59-81. https://doi.org/10.1111/j.1744-7984.2010.01183.x
Ball, D. L., & Forzani, F. M. (2009). The work of teaching and the challenge for teacher education. Yearbook of the National Society for the Study of Education, 108(2), 39-61. https://doi.org/10.1111/j.1744-7984.2009.01119.x
Tickle, L., & Jackson, J. (2005). Teachers’ perceptions of the effectiveness of professional development activities: An international perspective. Journal of Educational Research, 99(3), 211-226. https://doi.org/10.3200/JOER.99.3.211-226
European Commission. (2013). Supporting teacher professionalism: European policies and practices. Education and Training 2020, Brussels: European Commission.
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.
Darling-Hammond, L. (2012). The right to learn: A blueprint for creating schools that work. Jossey-Bass.
Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and Teacher Education, 16(5-6), 523-545. https://doi.org/10.1016/S0742-051X(00)00028-0
Article Statistics
Downloads
Copyright License
Copyright (c) 2025 Professor Michael Harrison

This work is licensed under a Creative Commons Attribution 4.0 International License.
Individual articles are published Open Access under the Creative Commons Licence: CC-BY 4.0.