In search of didactic and pedagogical principles in teaching at teacher education

Abstract

The purpose of this systematic review is to examine empirical evidence on teacher educators’ teaching practices and to identify didactic and pedagogical principles that inform teacher education. The review analyses 40 peer-reviewed studies published between 2000 and 2025. The studies were coded for methods, theoretical frameworks, modelling, forms of knowledge, and references to teaching activities and teaching principles. The analysis reveals a field dominated by qualitative case studies, primarily based on interviews and self-reported data, while empirical observations of teaching practices are largely absent. The review identifies seven pedagogical and didactic principles: modelling, research-based and inquiry-oriented practices; representing practice on campus; collaborative inquiry models; reflection, judgment, and autonomy, pedagogy for social justice and inclusion and teacher educators' self-evaluation and professional development. Against this background, the study maps out what constitutes modelling and forms of knowledge in the material.