SIX DOMAINS OF THE REVIEW OF RELATED LITERATURE (RRL)

1. INVENTORY

If teacher preparation courses are responsive to the needs of the real world classrooms (Hancock &
Gallard, 2004), then why does the quality of teaching in the US and Australia still needs improvement?
(Newman, King, & Secada, 1996; Queensland Department of Education, 2001; Gore, Ladwig, Griffins, & Amosa
2007; Chesley & Jordan, 2012).

2. RESONATION

Gore et al., (2007) argues that the poor quality of teaching implies that teacher education institutions
have failed application of teacher preparation courses to practice or student teaching or also known as
practicum (Halim, Buang & Meerah, 2010; Lee, 2007).

3. COMPARE & CONTRAST

Several studies attest to the value of social support for students’ learning outcomes. Brok, Brekelmans
& Wubbles (2004) used a survey questionnaire to examine teacher interaction in 45 third year physics classes.
The study found that teacher’s behavior accounted for more than half of the variance in student learning
outcomes and increased students’ motivation to learn ( Konold et al., 2008; Erdem, 2009). Similarly, in a meta-
analysis of 119 studies from 1948 to 2004 with 1,450 findings and 355.325 students examining teacher student
relationship in the classroom, Cornelius-white (2007) found that the quality of teachers’ interaction with their
students such as encouraging them to learn, valuing students’ voice in the teaching and learning processes and
providing support (Gillies, 2004; Aziz and Hossain, 2010) Had a significant impact on students’ learning outcome.
Supportive behaviors may also come from students themselves (Gillies, 2004; Erdem, 2009; Aziz & Hossain,
2010). When students are supported be teachers, they in turn become supportive of their classmates (Erdem et
al., 2009) in their pursuit of learning ( Konold et al., 2008). While social support is crucial in students’ learning as
evidence in the preceding perception based studies. Vygotsky’ socio cultural theory argues that support is better
exemplified when students struggle in the pursuit of the substance of the lesson (Shabani, Khatib & Ebadi, 2010)
and when teachers design assessment tasks that will intellectually challenge students (NSW DET, 2003)

4. REINFORCE AND DEBUNK ( set the premise first)

While many researchers responded to the earlier call to investigate the lack of integration between
theory and classroom practice, these studied led to the development of lengthy and broad performance
assessment tools (see Chiarelot, Davidman & Muse, 1980), of questionable validity (Fish, 1995), and a
framework that focused on a suggested range of teaching skills (Hiebert et al., 2007, Shehu & Mokgwathi, 2007).
Other research focused on the role of cooperating teachers (Valencia et al., 2009; Yayli, 2008; Broadbent, 1998;
Sinclair & Thistleton-Martin, 1999; Hopper & Sandford, 2004; Cochran-smith, 2005), perceptions of student
teachers to practice teaching and their self-efficacy (Akkoc & Yesildere; 2010 Dorfman, Galluzo & Meisels, 2006;
Gurbuzturk, 2009).
5. CONVERGE AND DIVERGE

The contribution of university coursework to student teachers’ instructional quality (Darling-Hammond,

2006; Akkoc & Yesildere, 2010; Darling-Hammond, 2006; Kevin, et al., 2005; Pecheone & Chung, 2006; Zeichner,
2010) such as classroom management, subject matter understandings, Instructional strategies and curriculum
selection should be assessed based on explicit quality criteria. Also, student teachers must learn to attend
simultaneously to these aspects of teaching, implement instruction and learn from the experience (Valencia et
al., 2009; Ball & Forzani, 2009; Bates Ramirez & Drits, 22009; Cornu, 2005; Ediger, 2007; Kennedy, 2006; Lee,
2007; Parkison, 2008; Valencia et al., 2009). However, the issue of student teachers application of what has been
learn at university in classroom instruction is still under investigation ( Clark, 2005; Fazio & Volante, 2011;
Featherstone, 2007; Kervin, et al., 2005; Smith, 2010; Vick, 2006; Yayli, 2008).

6. DEPARTURE

Although the studies cited above are recognized to be significant in the teacher preparation research,
there is a need to capture what happens inside the classroom instruction (Damon, 2007)as a source of evidence
(Darling-Hammond, 2006; AERA Panel on Research on Teacher Education, 2005) to assess student teachers’
readiness to teach (Hitz, 2008) and a mechanism by which they can reflect on areas of classroom instruction to
improve their teaching performance (LaBoskey & Richert, 2002; Valencia et al., 2009; Wilkins, Shin & Ainsworth,
2009). More importantly, this evidence may also serve as basis to evaluate the application of theory to practice
(Darling-Hammond & Snyder, 2000; Whitford, Rusco & Fickel, 2000; Koh & Luke, 2009; Wang et al., 2010) in real
classroom (Lee, 2007; Bielefeldt, 2012; Chen, 2012; Connor et al., 2009; Farrell, 2011; Chesley & Jordan, 2012).