Evaluations of Teacher Preparation Practices: Challenges and Opportunities for More Rigorous Research

• In Event: Exploring Strategies to Address Needs in the Teaching Workforce

Abstract

Over the past two decades, many teacher education researchers have expressed concern with the lack of rigorous causal evaluations in the field of teacher preparation. I discuss these concerns as they relate to issues of internal validity, external validity, and measurement. I then assess the prevalence of these issues in the field by reviewing 166 causal evaluations of teacher preparation practices published in peer-reviewed journals between 2002-2019. Although I find that very few studies overcome these issues, I highlight some innovative approaches as guidance for future researchers. I also present a common template for designing and reporting on causal evaluations of teacher preparation practices.

Author

• Zid Niel Mancenido, Harvard University