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Integrating teacher education effectiveness research into educational effectiveness models
ARTICLE

, University of Twente, Netherlands ; , University of Oslo, Norway

Educational Research Review Volume 18, Number 1, ISSN 1747-938X Publisher: Elsevier Ltd

Abstract

The purpose of this article is to review and to connect research about teacher education effectiveness and school effectiveness to arrive at an integrative conceptualization that has the potential of improving empirical research in both fields. Teacher education effectiveness addresses effects of teacher education on outcomes such as teacher knowledge, this knowledge becomes the predictor in teacher effectiveness research with instructional quality and student achievement as outcomes. The two research orientations become united in path-analytic studies. A fuller incorporation leads to an extended educational effectiveness model that enriches a systemic interpretation of key levers of educational effectiveness and opens up black boxes at the system and the classroom level. In such a comprehensive model, teacher policies can be regarded an alternative for educational improvement strategies like school curriculum policies, accountability and evaluation or governance and management. At the same time insights from educational effectiveness research at large suggest inclusion of additional variables in teacher education and teacher effectiveness research, particularly on the institutional level.

Citation

Scheerens, J. & Blömeke, S. (2016). Integrating teacher education effectiveness research into educational effectiveness models. Educational Research Review, 18(1), 70-87. Elsevier Ltd. Retrieved December 6, 2019 from .

This record was imported from Educational Research Review on January 29, 2019. Educational Research Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.edurev.2016.03.002

Keywords