How Teacher Educators Can Use Evidence to Inform Their Practice: A Systematic Literature Review between 2014 and 2023

Abstract

Currently, it is crucial to approach teacher education through scientific evidence to enhance educational quality and the effectiveness of pedagogical practices. This review examined studies published between 2014 and 2023 in English and Spanish, sourced from the Scopus and Web of Science databases, revealing an increased use of evidencebased practices among teacher educators. However, the implementation of these practices varies significantly depending on institutional contexts, teachers’ beliefs, and the level of support provided. Challenges such as lack of time and resources were identified, along with facilitators like continuous feedback and the need to adapt evidence to specific contexts. The findings underscore the importance of integrating research competencies in teacher education and promoting critical reflective approaches that align with the diverse realities of the educational process.