Trends of competencies in teacher education from 2015 to 2020: A Systematic Review Analysis

Authors

  • Galih Albarra Shidiq Department of Science Education, Faculty of Education, Kasetsart University, Bangkok 10900, Thailand
  • Suppamai Promkaew Department of Biology and General Science, Faculty of Education, Valaya Alongkorn Rajabhat University under the Royal Patronage, Pathum Thani 13180, Thailand
  • Chatree Faikhamta Department of Science Education, Faculty of Education, Kasetsart University, Bangkok 10900, Thailand

Keywords:

competencies of teachers, teacher education, teachers’ strategies, trend analysis

Abstract

Teacher competency is a critical component in achieving the educational goals of teachers. The purpose of this systematic review was to understand better the research attributes of teacher education skills as described in the Journal of Teacher Education has published 169 papers. By identifying, critically evaluating, and summarizing all relevant study findings, we examined the trends in authors’ and countries’ contributions, participants, strategies, and teaching competencies. According to the statistics, the United States contributed the most papers by improving teachers’ learning attitudes. Moreover, teacher preparation produced the most significant number of strategies for enhancing teacher education’s capabilities, as evidenced by most target groups developing preservice teachers’ competencies. In addition, we identified additional domains of teacher education strategies emphasized by several researchers, including the transformation of classroom practice, increased student accomplishment, knowledge of pedagogical content, knowledge of the subject in terms of knowledge and communication skills, interpersonal skills, and outcome-based instructional design skills. These findings suggest that future research should focus on comprehensive teacher preparation, including transforming classroom practice, communication skills, knowledge of pedagogical content, instructional design skills and outcomes, knowledge of the subject, and social communication skills. Their achievement has all improved to be appropriate for 21st-century teaching.

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Published

2022-02-02

Issue

Section

Review articles