Teacher educators’ distinctive contribution to education that serves all : introducing a conceptual framework based on a systematic literature review
- Author
- Benjamin Ponet (UGent) , Wendelien Vantieghem (UGent) , Hanne Tack (UGent) and Ruben Vanderlinde (UGent)
- Organization
- Project
- Abstract
- By preparing the future teachers, teacher educators impact how the educational field approaches diversity. Yet, their crucial role is often overlooked in educational literature. The limited knowledge on the practices teacher educators can implement, regardless of their (teaching) assignments, has not yet been synthesised. This systematic literature review fills this gap. Following PRISMA guidelines, two databases were screened (n = 268). Thematic analysis of the selected articles (n = 57) led to the development of a conceptual framework comprising five key clusters of teacher educators’ diversity-responsive practices (TE-DIP): challenging student teachers’ frames of reference, creating inclusive learning environments, explicit modelling of diversity-responsive practices, challenging one’s own frames of reference, and raising societal responsiveness to diversity. To complete the TE-DIP framework, the cluster creating safe learning environments was added as a precondition to the first two clusters. This framework provides a common language for educators, policymakers, and researchers , inspiring targeted professional development initiatives.
- Keywords
- Diversity-responsive education, teacher educator practice, systematic literature review, conceptual framework, PRESERVICE TEACHERS, SOCIAL-JUSTICE, DISCOMFORT, PEDAGOGY, ISSUES, INSTRUCTION, EQUITY, SPACES, WHITE
Downloads
-
(...).pdf
- full text (Published version)
- |
- UGent only
- |
- |
- 1.39 MB
Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-01JV5C57KJ0PV33SAM26FTWMTC
- MLA
- Ponet, Benjamin, et al. “Teacher Educators’ Distinctive Contribution to Education That Serves All : Introducing a Conceptual Framework Based on a Systematic Literature Review.” EUROPEAN JOURNAL OF TEACHER EDUCATION, 2025, pp. 1–21, doi:10.1080/02619768.2025.2502393.
- APA
- Ponet, B., Vantieghem, W., Tack, H., & Vanderlinde, R. (2025). Teacher educators’ distinctive contribution to education that serves all : introducing a conceptual framework based on a systematic literature review. EUROPEAN JOURNAL OF TEACHER EDUCATION, 1–21. https://doi.org/10.1080/02619768.2025.2502393
- Chicago author-date
- Ponet, Benjamin, Wendelien Vantieghem, Hanne Tack, and Ruben Vanderlinde. 2025. “Teacher Educators’ Distinctive Contribution to Education That Serves All : Introducing a Conceptual Framework Based on a Systematic Literature Review.” EUROPEAN JOURNAL OF TEACHER EDUCATION, 1–21. https://doi.org/10.1080/02619768.2025.2502393.
- Chicago author-date (all authors)
- Ponet, Benjamin, Wendelien Vantieghem, Hanne Tack, and Ruben Vanderlinde. 2025. “Teacher Educators’ Distinctive Contribution to Education That Serves All : Introducing a Conceptual Framework Based on a Systematic Literature Review.” EUROPEAN JOURNAL OF TEACHER EDUCATION: 1–21. doi:10.1080/02619768.2025.2502393.
- Vancouver
- 1.Ponet B, Vantieghem W, Tack H, Vanderlinde R. Teacher educators’ distinctive contribution to education that serves all : introducing a conceptual framework based on a systematic literature review. EUROPEAN JOURNAL OF TEACHER EDUCATION. 2025;1–21.
- IEEE
- [1]B. Ponet, W. Vantieghem, H. Tack, and R. Vanderlinde, “Teacher educators’ distinctive contribution to education that serves all : introducing a conceptual framework based on a systematic literature review,” EUROPEAN JOURNAL OF TEACHER EDUCATION, pp. 1–21, 2025.
@article{01JV5C57KJ0PV33SAM26FTWMTC,
abstract = {{By preparing the future teachers, teacher educators impact how the educational field approaches diversity. Yet, their crucial role is often overlooked in educational literature. The limited knowledge on the practices teacher educators can implement, regardless of their (teaching) assignments, has not yet been synthesised. This systematic literature review fills this gap. Following PRISMA guidelines, two databases were screened (n = 268). Thematic analysis of the selected articles (n = 57) led to the development of a conceptual framework comprising five key clusters of teacher educators’ diversity-responsive practices (TE-DIP): challenging student teachers’ frames of reference, creating inclusive learning environments, explicit modelling of diversity-responsive practices, challenging one’s own frames of reference, and raising societal responsiveness to diversity. To complete the TE-DIP framework, the cluster creating safe learning environments was added as a precondition to the first two clusters. This framework provides a common language for educators, policymakers, and researchers , inspiring targeted professional development initiatives.}},
author = {{Ponet, Benjamin and Vantieghem, Wendelien and Tack, Hanne and Vanderlinde, Ruben}},
issn = {{0261-9768}},
journal = {{EUROPEAN JOURNAL OF TEACHER EDUCATION}},
keywords = {{Diversity-responsive education,teacher educator practice,systematic literature review,conceptual framework,PRESERVICE TEACHERS,SOCIAL-JUSTICE,DISCOMFORT,PEDAGOGY,ISSUES,INSTRUCTION,EQUITY,SPACES,WHITE}},
language = {{eng}},
pages = {{1--21}},
title = {{Teacher educators’ distinctive contribution to education that serves all : introducing a conceptual framework based on a systematic literature review}},
url = {{http://doi.org/10.1080/02619768.2025.2502393}},
year = {{2025}},
}
- Altmetric
- View in Altmetric
- Web of Science
- Times cited: