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Stakeholders' Perception towards the Quality of Pre-Service Teacher Education: A Systematic Review

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Title: Stakeholders' Perception towards the Quality of Pre-Service Teacher Education: A Systematic Review
Language: English
Authors: Rajashree Das (ORCID 0000-0003-1272-6303), Gouranga Charan Nanda (ORCID 0000-0003-4451-9130), Sarat Kumar Rout (ORCID 0009-0000-6478-3807), Laxmidhar Muduli (ORCID 0009-0000-2384-989X), Bikshyatsib Sardar (ORCID 0009-0007-2626-904X)
Source: Issues and Ideas in Education. 2025 13(1):7-25.
Availability: Chitkara University Publications. Chitkara University Administrative Office, PO Box 70, SCO - 160-161, Sector 9C, Chandigarh 160009, India. Tel: +91-172-4691800; e-mail: chitkarauniversitypublications@chitkara.edu.in; Web site: https://iie.chitkara.edu.in/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Preservice Teacher Education, Teacher Education Programs, Stakeholders, Technology Integration, Educational Practices, Barriers, Faculty Development, Literature Reviews, Student Teachers, Teacher Educators, Mentors, Policy Formation, Meta Analysis, Trend Analysis, Expectation, Educational Attitudes
ISSN: 2320-7655
2320-8805
Abstract: Background: The quality of pre-service teacher education has garnered increasing global attention due to its pivotal role in shaping future educators. Stakeholders' perceptions--including those of student-teachers, faculty, policymakers, and mentors--provide critical insights into the strengths, limitations, and evolving needs of teacher education programs. Despite extensive research, there remains a lack of synthesized understanding concerning stakeholder perceptions across key dimensions such as technological integration, pedagogical practices, challenges, and professional development within pre-service teacher education from 2000 to 2025. Purpose: This systematic review aims to analyze and consolidate existing literature on stakeholder perceptions of the quality of pre-service teacher education programs across a 25-year span. The objective is to identify key themes, gaps, and emerging trends to inform policy formulation and institutional reforms. Methods: Using a systematic search strategy, 731 articles were initially retrieved from five databases: Google Scholar, ProQuest, ScienceDirect, and ERIC. After removing duplicates and applying screening criteria related to relevance, accessibility, and language, 55 studies were selected for final analysis. The review followed PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) guidelines, and the data were synthesized thematically, focusing on publication trends, research methods, geographical distribution, citation impact, and core thematic areas. Results: Findings reveal a fluctuating trend in publication volume, with qualitative methods being the most prevalent. The USA led in both publication count and average citation scores. Stakeholders highlighted several recurring themes, including the potential of technological tools to enhance teaching competence, persistent infrastructural and mentorship-related challenges, the importance of experiential learning, and the need for culturally relevant pedagogical models. Furthermore, gaps in assessment literacy, inclusion training, and technology integration persist despite recognized importance. Conclusion: This review illustrates the importance of aligning teacher education programs with evolving educational technologies, inclusive pedagogies, and stakeholder expectations. The findings suggest the need for a more integrated, practice-oriented, and culturally responsive teacher preparation framework to meet contemporary educational demands.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1492149
Database: ERIC
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  Data: Stakeholders' Perception towards the Quality of Pre-Service Teacher Education: A Systematic Review
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  Data: <searchLink fieldCode="AR" term="%22Rajashree+Das%22">Rajashree Das</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1272-6303">0000-0003-1272-6303</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gouranga+Charan+Nanda%22">Gouranga Charan Nanda</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4451-9130">0000-0003-4451-9130</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sarat+Kumar+Rout%22">Sarat Kumar Rout</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-6478-3807">0009-0000-6478-3807</externalLink>)<br /><searchLink fieldCode="AR" term="%22Laxmidhar+Muduli%22">Laxmidhar Muduli</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-2384-989X">0009-0000-2384-989X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bikshyatsib+Sardar%22">Bikshyatsib Sardar</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-2626-904X">0009-0007-2626-904X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Issues+and+Ideas+in+Education%22"><i>Issues and Ideas in Education</i></searchLink>. 2025 13(1):7-25.
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  Data: Chitkara University Publications. Chitkara University Administrative Office, PO Box 70, SCO - 160-161, Sector 9C, Chandigarh 160009, India. Tel: +91-172-4691800; e-mail: chitkarauniversitypublications@chitkara.edu.in; Web site: https://iie.chitkara.edu.in/
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  Data: 19
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  Data: 2025
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Stakeholders%22">Stakeholders</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Literature+Reviews%22">Literature Reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teachers%22">Student Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Policy+Formation%22">Policy Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Meta+Analysis%22">Meta Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Trend+Analysis%22">Trend Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attitudes%22">Educational Attitudes</searchLink>
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  Data: 2320-7655<br />2320-8805
– Name: Abstract
  Label: Abstract
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  Data: Background: The quality of pre-service teacher education has garnered increasing global attention due to its pivotal role in shaping future educators. Stakeholders' perceptions--including those of student-teachers, faculty, policymakers, and mentors--provide critical insights into the strengths, limitations, and evolving needs of teacher education programs. Despite extensive research, there remains a lack of synthesized understanding concerning stakeholder perceptions across key dimensions such as technological integration, pedagogical practices, challenges, and professional development within pre-service teacher education from 2000 to 2025. Purpose: This systematic review aims to analyze and consolidate existing literature on stakeholder perceptions of the quality of pre-service teacher education programs across a 25-year span. The objective is to identify key themes, gaps, and emerging trends to inform policy formulation and institutional reforms. Methods: Using a systematic search strategy, 731 articles were initially retrieved from five databases: Google Scholar, ProQuest, ScienceDirect, and ERIC. After removing duplicates and applying screening criteria related to relevance, accessibility, and language, 55 studies were selected for final analysis. The review followed PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) guidelines, and the data were synthesized thematically, focusing on publication trends, research methods, geographical distribution, citation impact, and core thematic areas. Results: Findings reveal a fluctuating trend in publication volume, with qualitative methods being the most prevalent. The USA led in both publication count and average citation scores. Stakeholders highlighted several recurring themes, including the potential of technological tools to enhance teaching competence, persistent infrastructural and mentorship-related challenges, the importance of experiential learning, and the need for culturally relevant pedagogical models. Furthermore, gaps in assessment literacy, inclusion training, and technology integration persist despite recognized importance. Conclusion: This review illustrates the importance of aligning teacher education programs with evolving educational technologies, inclusive pedagogies, and stakeholder expectations. The findings suggest the need for a more integrated, practice-oriented, and culturally responsive teacher preparation framework to meet contemporary educational demands.
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  Data: 2026
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      – Text: English
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        PageCount: 19
        StartPage: 7
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Stakeholders
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      – SubjectFull: Technology Integration
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      – SubjectFull: Educational Practices
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      – SubjectFull: Literature Reviews
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      – SubjectFull: Student Teachers
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