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

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.

  • Page Number : 7-25

  • Published Date : 2025-10-10

  • Keywords
    Pre-service teacher education,Stakeholder perceptions, Technological integration, Pedagogical practices, Professional development

  • DOI Number
    10.15415/iie.2025.131002

  • Authors
    Rajashree Das, Gouranga Charan Nanda, Sarat Kumar Rout, Laxmidhar Muduli, and Bikshyatsib Sardar

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