A Systematic Review of Teaching Practice: Models, Barriers, and Impact on Teachers' Professional Growth

This systematic review synthesizes research on teaching practice models, barriers that constrain effective implementation, and the impact of teaching-practice experiences on teachers' professional growth. Drawing on scholarship in teacher education and instructional improvement, the review organizes evidence around five commonly discussed models-traditional apprenticeship, reflective practice, co-teaching, clinical/residency-based preparation, and practice-based teacher education. The review further examines barriers spanning individual, institutional, and systemic levels, including limited access to high-quality mentoring, insufficient time for structured reflection, misalignment between coursework and classroom realities, variability in school-university partnerships, and workload conditions that undermine sustained learning. Findings across the reviewed literature indicate that teaching practice is most consequential for teacher development when it is situated in authentic classroom work and coupled with intensive, feedback-rich supervision, opportunities for repeated enactment, and explicit integration of pedagogical reasoning with student learning evidence. The review also highlights that sustained professional growth involves more than skill acquisition; it includes changes in beliefs, self-efficacy, interpretive frameworks for teaching, and long-term professional identity. Collectively, the evidence supports policy and practice recommendations emphasizing strong partnerships, mentor preparation, formative assessment of teaching practice, and working conditions that protect time for collaboration and reflection.

کلیدواژه ها:

teaching practice ، models ، reflective practice ، barriers ، professional growth