Knowledge and Practice in Teacher Educator Preparation: A Systematic Review of Literature

• In Event: This is How We Do It: Educating Resilient Teacher Educators for Real World Teachers

Abstract

This systematic literature review examines how teacher educators (TEs) are prepared through doctoral programs in the U.S. and Canada, addressing a longstanding gap in teacher education research. Guided by Goodwin et al.’s (2014) framework on knowledge-for, -in, and -of practice, the study analyzes 38 empirical studies published between 2007 and 2025. Findings reveal doctoral students often rely on informal learning—such as mentoring, self-directed study, and self-study research—rather than formal, programmatic preparation. Instructional tasks, reflective writing, and practitioner inquiry are common learning opportunities. Results highlight the need for intentional curricular design to better prepare future TEs. The study offers implications for strengthening TE doctoral programs and calls for cross-institutional research on program design and enactment.

Authors

• Brandon M. Butler, Old Dominion University

• Jennifer Jacobs, University of South Florida

• Diane Yendol-Hoppey, University of North Florida