ABSTRACT
The authors describe characteristics of programs that prepare teachers of young adolescents and to gain a deeper understanding of essential program features and the factors and forces that influence the way programs are designed, implemented, and evaluated. The authors conducted a qualitative metasynthesis of 15 case studies of teacher preparation programs based in higher education institutions in 11 different countries: Angola, Australia, Canada, Democratic Republic of Congo, Guatemala, Japan, Norway, Spain, Turkey, Uganda, and United States. The metasynthesis revealed four essential program features—partnerships, clinical practice with young adolescent learners, responsive curricula, and faculty commitment and engagement—and four influential factors—effects of colonialism and global capitalism, organizational structure of the school system, policy frameworks and accountability regimes, and teacher labour market conditions.
