Teacher Education as Part of an Evidence Ecosystem: How to Enhance the Use of Systematic Reviews

• In Event: Equity in Education: The Role of Syntheses and Knowledge Centers in Sweden and Norway

Abstract

1. Objectives
Systematic reviews of research provide decision makers with a more solid knowledge base for different kinds of decisions and deliberations. They are an essential part of an evidence ecosystem. Paper three provides an example of a systematic review where the goal is to synthesize knowledge about teacher education interventions on prejudice, racism and discrimination among preservice teachers. The included studies intend to enhance preservice teachers’ competence to promote equity in classrooms and schools. We provide a thematic analysis of organization, content and learning outcomes.

However, as this symposium addresses, simply producing a systematic review does not necessarily mean that it will be useful. For this session, we will discuss what role a systematic review can play in an evidence ecosystem and what role a national Knowledge Center for Education can play in enhancing the qualification of teachers by disseminating for engagement.


2. Perspectives
The task of preparing future teachers for diversity, equity and social justice is a challenging task (Darling-Hammond et al, 2005; Villegas, 2008; Milner, 2010) that can necessitate a variety of approaches. Our review will shed light on the various theoretical perspectives used when designing and discussing interventions (including courses) as well as content areas and goals.

3. Methods
The review was performed in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. In our review, we follow the steps in line with the recommendations from (van Wesel, Boeije, & Alisic, 2015): (a) literature search, (b) study identification, (c) data extraction/study coding, (d) study quality appraisal, and (e) thematic analysis. The review comprises both qualitative and quantitative research.

4. Evidence
Through a comprehensive literature search of peer reviewed articles in three databases, 1209 studies were identified and screened independently by the authors. After the two-stage abstract and full text screening, 70 studies were selected as eligible in line with the a priori defined inclusion criteria.

5. Results
Data across included studies has been synthesized and integrated into broader conclusions using thematic analysis. The results will be presented across a) the type of intervention (i.e., course, program, field experiences, immersion experiences and other), b) the main component of the intervention (i.e., general multicultural/ diversity, prejudice/ racism, and social justice), and c) learning outcomes/pedagogical approaches (i.e., creating awareness (cognition, knowledge). discomfort (emotion), and capacity (skills, behaviour)).

6. Scientific and scholarly significance
Previous reviews have studied the use of terminology (e.g., “cultural diversity”) in initial teacher education programs, coursework syllabi, or philosophical frameworks. This review supplements previous work by addressing only empirical studies of interventions carried out among preservice teachers. We believe it is both timely and necessary as studies across many countries still conclude that pre-service teachers are not comfortable working on issues of racism and discrimination in schools. A main discussion will be the role a Knowledge Center for Education can play in disseminating for engagement by working with teacher education as a central actor in a knowledge ecosystem.

Authors

• Serap Keles, University of Stavanger

• Elaine Munthe, University of Stavanger