Core competencies and high leverage practices of the beginning teacher: a synthesis of the literature

Research Synthesis of Meta-Analyses of Preservice Teacher Preparation Practices in Higher Education

“…The particular preservice and beginning teacher preparation practice having very high impact and high impact benefits, and to a lesser extent the practices associated with medium effects, provide a foundation for which types of experiences and opportunities are indicated for improving preservice teacher education. These practices provide a framework for preparing novice and beginning teachers' abilities to engage in effective teaching with students in preschool through high school (Hauser & Kavanagh, 2019;Hollins, 2011;O'Flaherty & Beal, 2018).…”

“…The large confidence interval for the relationship between limited student teaching and classroom quality was due to the differences between general education and special education students in terms of their differential use of behavior management practices. The findings for practices having large effect sizes, taken together, indicate the importance of deliberate efforts to promote preservice and beginning teacher acquisition of core teaching practices as evidenced by the sizes of effects between practices emphasizing active preservice student and beginning teacher involvement in learning core teaching practices (Gossman, 2018;O'Flaherty & Beal, 2018).…”

“…The search for the holy grail of effective preservice higher education teacher preparation practices has persisted for nearly four decades (Korthagen, 2016;Lehr, 1981). The search has shifted back-and-forth from a focus on candidate and program inputs (Gitomer, Latham, & Ziomek, 1999) to program completer teacher competencies (Gossman, 2018;O'Flaherty & Beal, 2018) to preservice student performance (Macfarlane, 2015) to preservice teacher preparation practices (Hattie, 2011) to preschool to high school student academic achievement (Hattie, 2012).…”

Making scientific concepts explicit through explanations: Simulations of a high-leverage practice in teacher education

“…Researchers and teacher educators seek to evaluate what educational practices are highly conducive to learning. Within which, high-leverage practices have been specifically identified (Ball and Forzani, 2011) as teaching practices with an impact on student learning, which are learned and implemented by beginner teachers (O'Flaherty and Beal, 2018). There is also increased interest in assuring teacher capacity development during teacher education (Koteva-Mojsovska and Nikodinovska, 2015;O'Flaherty and Beal, 2018).…”

“…Within which, high-leverage practices have been specifically identified (Ball and Forzani, 2011) as teaching practices with an impact on student learning, which are learned and implemented by beginner teachers (O'Flaherty and Beal, 2018). There is also increased interest in assuring teacher capacity development during teacher education (Koteva-Mojsovska and Nikodinovska, 2015;O'Flaherty and Beal, 2018). Nonetheless, current studies insufficiently articulate a cognitive framework for understanding teachers' explanations as a means of making scientific concepts explicit.…”