Analytical reasoning and evidence-based decision-making in initial teacher training: A systematic review (2014-2024)

Sergio Sepúlveda-Vallejos; Alexis Lizana-Verdugo; Karla Valdevenito-Gonzalez; Alejandro Alnonacid-Fierro

doi:10.31893/multirev.2026411

Keywords:

reflection

scientific evidence

teachers

Abstract

Reflective processes based on scientific evidence represent a challenge for teacher training, which must adopt a critical and transformative approach to address this. These processes enable future teachers to construct their professional identities, appreciate the value of informed decision-making, and improve their work. The objectives of the study are to analyse reflective processes in initial teacher training and their relationship with scientific evidence, identify the mediators of reflection, and characterise the evidence that drives reflective processes. This review examined studies published between 2014 and 2024 in English and Spanish, obtained from the Scopus, Web of Science (WoS) and ERIC (Education Resources Information Centre) databases. Through the study selection process in accordance with the PRISMA protocol, 12 studies were identified that could be relevant to the objectives of this work. The results allowed us to identify three thematic trends and argue that mediation and reflection devices allow reflective teaching practice to be oriented towards the situated, the relational and the critical. Likewise, this reflection is enriched by integrating classroom records, studenvoices, literature and critical questions for a conscious and accurate professional analysis that allows a transition from the technical-instrumental-descriptive to the critical and emancipatory aspects of teaching. Finally, the study confirms that teacher reflection is a multilevel process in which technical approaches are persistent. Therefore, the challenge is to move towards collaborative and critical approaches that allow for the articulation of all areas involving teacher responsibility. Its impact lies in demonstrating how systematic, evidence-based reflection improves teaching, develops critical reflective thinking, and leads to more equitable pedagogical practices.
References
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2. Ciampa, K., & Reisboard, D. (2020). Developing reflective literacy leaders: A case study of action research in a graduate reading specialist certification program. Teacher Development, 24(5), 626–651. https://doi.org/10.1080/13664530.2020.1827021
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6. Hamilton, M. (2018). Bridging the gap from teacher to teacher educator: The role of a teaching portfolio. Studying Teacher Education, 14(1), 88–102. https://doi.org/10.1080/17425964.2017.1414041
7. Ho, J. E. (2022). What counts? The critical role of qualitative data in teachers’ decision making. Evaluation and Program Planning, 91, 102046. https://doi.org/10.1016/j.evalprogplan.2021.102046
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9. Korthagen, F. (2010). La práctica, la teoría y la persona en la formación del profesorado. Revista Interuniversitaria de Formación del Profesorado, 68(24.2), 83–101. https://n9.cl/8p4ne
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11. Lane, A. S., & Roberts, C. (2022). Contextualised reflective competence: A new learning model promoting reflective practice for clinical training. BMC Medical Education, 22(1), Article 311. https://doi.org/10.1186/s12909-022-03112-4
12. Lizana-Verdugo, A., & Burgos-García, A. (2024). Análisis de la reflexividad y su incidencia en la formación docente: Analysis of reflexivity and its impact on teacher education. Revista Fuentes, 26(3), 368–381. https://doi.org/10.12795/revistafuentes.2024.25499
13. Michos, K., & Petko, D. (2024). Reflection using mobile portfolios during teaching internships: Tracing the influence of mentors and peers on teacher self-efficacy. Technology, Pedagogy and Education, 33(3), 291–311. https://doi.org/10.1080/1475939X.2024.2311798
14. Miyake-Trapp, J., & Wong, K. M. (2021). The critical language reflection tool: Promoting critical reflection and critical consciousness in TESOL educators. In J. Crawford & R. A. Filback (Eds.), TESOL guide for critical praxis in teaching, inquiry, and advocacy (pp. 205–222). IGI Global. https://doi.org/10.4018/978-1-7998-8093-6.ch010
15. Moral Santaella, M. C. (1997). Fundamentos para una práctica reflexiva en la formación inicial del profesor. Universidad de Granada–FORCE.
16. Mutluoğlu, A. K., & Balaman, U. (2023). The use of video enhanced observation in video-mediated post-observation conversations on pre-service EFL teachers’ online practicum teaching. System, 118, 103151. https://doi.org/10.1016/j.system.2023.103151
17. Nagro, S. A., Hirsch, S. E., & Kennedy, M. J. (2020). A self-led approach to improving classroom management practices using video analysis. Teaching Exceptional Children, 53(1), 24–32. https://doi.org/10.1177/0040059920914329
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19. Perrenoud, P. (2011). Quand l’école prétend préparer à la vie… Développer des compétences ou enseigner d’autres savoirs? ESF.
20. Sepúlveda-Vallejos, S., Aguilar-Valdés, M., Almonacid-Muñoz, J., & Lizana-Verdugo, A. (2025). Cómo los formadores de profesores pueden utilizar la evidencia para informar su práctica: Una revisión sistemática de literatura entre 2014 y 2023. Estudios Pedagógicos, 51(1), 157–177. https://doi.org/10.4067/S0718-07052025000100157
21. Seung, E., Park, S., & Jung, J. (2014). Exploring preservice elementary teachers’ understanding of the essential features of inquiry-based science teaching using evidence-based reflection. Research in Science Education, 44(4), 507–529. https://doi.org/10.1007/s11165-013-9390-x
22. Shannon, D. K., Snyder, P. A., Hemmeter, M. L., & McLean, M. (2021). Exploring coach–teacher interactions within a practice-based coaching partnership. Topics in Early Childhood Special Education, 40(4), 229–240. https://doi.org/10.1177/0271121420910799
23. Tajeddin, Z., & Aghababazadeh, Y. (2018). Blog-mediated reflection for professional development: Exploring themes and criticality of L2 teachers’ reflective practice. TESL Canada Journal, 35(2), 26–50. https://doi.org/10.18806/tesl.v35i2.1289
24. Tiainen, O., Lutovac, S., & Korkeamäki, R.-L. (2024). Rethinking approaches to reflection in initial teacher education. Educational Research, 66(3), 245–262. https://doi.org/10.1080/00131881.2024.2346088
25. Turan, P., & Yiğitoğlu Aptoula, N. (2023). Between teacher candidates’ reflection and teacher educators’ evaluation: Fluctuations in epistemic (a)symmetry in feedback conversations. The Modern Language Journal, 107(4), 1011–1034. https://doi.org/10.1111/modl.12886
26. Walsh, S., & Mann, S. (2015). Doing reflective practice: A data-led way forward. ELT Journal, 69(4), 351–362. https://doi.org/10.1093/elt/ccv018
27. Whang-Sayson, H., Daniel, J. C., & Russell, A. A. (2017). A serendipitous benefit of a teaching-exploration program at a large public university: Creating a STEM workforce that supports teachers and public education. Journal of College Science Teaching, 47(1), 24–31. https://doi.org/10.2505/4/jcst17_047_01_24
28. Woldt, J. L., & Nenad, M. W. (2021). Reflective writing in dental education to improve critical thinking and learning: A systematic review. Journal of Dental Education, 85(6), 778–785. https://doi.org/10.1002/jdd.12561

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Sepúlveda-Vallejos, S., Lizana-Verdugo, A., Valdevenito-Gonzalez, K., & Alnonacid-Fierro, A. (2026). Analytical reasoning and evidence-based decision-making in initial teacher training: A systematic review (2014-2024). Multidisciplinary Reviews, 9(9), 2026411. https://doi.org/10.31893/multirev.2026411

[1] Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806

[2] Ciampa, K., & Reisboard, D. (2020). Developing reflective literacy leaders: A case study of action research in a graduate reading specialist certification program. Teacher Development, 24(5), 626–651. https://doi.org/10.1080/13664530.2020.1827021

[3] Correa Molina, E., Collin, S., Chaubet, P., & Gervais, C. (2010). Concept de réflexion: Un regard critique. Éducation et francophonie, 38(2), 135–154. https://doi.org/10.7202/1002160ar

[4] Fuentealba, R., & Russell, T. (2016). Critical friends using self-study methods to challenge practicum assumptions and practices. In Enacting self-study as methodology for professional inquiry (p. 227). https://n9.cl/8a7lm

[5] Gutiérrez, M. T. (2018). Estilos de aprendizaje, estrategias para enseñar: Su relación con el desarrollo emocional y “aprender a aprender”. Tendencias Pedagógicas, (31), 83–96. https://doi.org/10.15366/tp2018.31.004

[6] Hamilton, M. (2018). Bridging the gap from teacher to teacher educator: The role of a teaching portfolio. Studying Teacher Education, 14(1), 88–102. https://doi.org/10.1080/17425964.2017.1414041

[7] Ho, J. E. (2022). What counts? The critical role of qualitative data in teachers’ decision making. Evaluation and Program Planning, 91, 102046. https://doi.org/10.1016/j.evalprogplan.2021.102046

[8] Horváth, L., Pintér, T. M., Misley, H., & Dringó-Horváth, I. (2025). Validity evidence regarding the use of DigCompEdu as a self-reflection tool: The case of Hungarian teacher educators. Education and Information Technologies, 30(1), 1–34. https://doi.org/10.1007/s10639-024-12914-6

[9] Korthagen, F. (2010). La práctica, la teoría y la persona en la formación del profesorado. Revista Interuniversitaria de Formación del Profesorado, 68(24.2), 83–101. https://n9.cl/8p4ne

[10] Korthagen, F. A. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77–97.

[11] Lane, A. S., & Roberts, C. (2022). Contextualised reflective competence: A new learning model promoting reflective practice for clinical training. BMC Medical Education, 22(1), Article 311. https://doi.org/10.1186/s12909-022-03112-4

[12] Lizana-Verdugo, A., & Burgos-García, A. (2024). Análisis de la reflexividad y su incidencia en la formación docente: Analysis of reflexivity and its impact on teacher education. Revista Fuentes, 26(3), 368–381. https://doi.org/10.12795/revistafuentes.2024.25499

[13] Michos, K., & Petko, D. (2024). Reflection using mobile portfolios during teaching internships: Tracing the influence of mentors and peers on teacher self-efficacy. Technology, Pedagogy and Education, 33(3), 291–311. https://doi.org/10.1080/1475939X.2024.2311798

[14] Miyake-Trapp, J., & Wong, K. M. (2021). The critical language reflection tool: Promoting critical reflection and critical consciousness in TESOL educators. In J. Crawford & R. A. Filback (Eds.), TESOL guide for critical praxis in teaching, inquiry, and advocacy (pp. 205–222). IGI Global. https://doi.org/10.4018/978-1-7998-8093-6.ch010

[15] Moral Santaella, M. C. (1997). Fundamentos para una práctica reflexiva en la formación inicial del profesor. Universidad de Granada–FORCE.

[16] Mutluoğlu, A. K., & Balaman, U. (2023). The use of video enhanced observation in video-mediated post-observation conversations on pre-service EFL teachers’ online practicum teaching. System, 118, 103151. https://doi.org/10.1016/j.system.2023.103151

[17] Nagro, S. A., Hirsch, S. E., & Kennedy, M. J. (2020). A self-led approach to improving classroom management practices using video analysis. Teaching Exceptional Children, 53(1), 24–32. https://doi.org/10.1177/0040059920914329

[18] Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., & Moher, D. (2021). Updating guidance for reporting systematic reviews: Development of the PRISMA 2020 statement. Journal of Clinical Epidemiology, 134, 103–112. https://doi.org/10.1016/j.jclinepi.2021.02.003

[19] Perrenoud, P. (2011). Quand l’école prétend préparer à la vie… Développer des compétences ou enseigner d’autres savoirs? ESF.

[20] Sepúlveda-Vallejos, S., Aguilar-Valdés, M., Almonacid-Muñoz, J., & Lizana-Verdugo, A. (2025). Cómo los formadores de profesores pueden utilizar la evidencia para informar su práctica: Una revisión sistemática de literatura entre 2014 y 2023. Estudios Pedagógicos, 51(1), 157–177. https://doi.org/10.4067/S0718-07052025000100157

[21] Seung, E., Park, S., & Jung, J. (2014). Exploring preservice elementary teachers’ understanding of the essential features of inquiry-based science teaching using evidence-based reflection. Research in Science Education, 44(4), 507–529. https://doi.org/10.1007/s11165-013-9390-x

[22] Shannon, D. K., Snyder, P. A., Hemmeter, M. L., & McLean, M. (2021). Exploring coach–teacher interactions within a practice-based coaching partnership. Topics in Early Childhood Special Education, 40(4), 229–240. https://doi.org/10.1177/0271121420910799

[23] Tajeddin, Z., & Aghababazadeh, Y. (2018). Blog-mediated reflection for professional development: Exploring themes and criticality of L2 teachers’ reflective practice. TESL Canada Journal, 35(2), 26–50. https://doi.org/10.18806/tesl.v35i2.1289

[24] Tiainen, O., Lutovac, S., & Korkeamäki, R.-L. (2024). Rethinking approaches to reflection in initial teacher education. Educational Research, 66(3), 245–262. https://doi.org/10.1080/00131881.2024.2346088

[25] Turan, P., & Yiğitoğlu Aptoula, N. (2023). Between teacher candidates’ reflection and teacher educators’ evaluation: Fluctuations in epistemic (a)symmetry in feedback conversations. The Modern Language Journal, 107(4), 1011–1034. https://doi.org/10.1111/modl.12886

[26] Walsh, S., & Mann, S. (2015). Doing reflective practice: A data-led way forward. ELT Journal, 69(4), 351–362. https://doi.org/10.1093/elt/ccv018

[27] Whang-Sayson, H., Daniel, J. C., & Russell, A. A. (2017). A serendipitous benefit of a teaching-exploration program at a large public university: Creating a STEM workforce that supports teachers and public education. Journal of College Science Teaching, 47(1), 24–31. https://doi.org/10.2505/4/jcst17_047_01_24

[28] Woldt, J. L., & Nenad, M. W. (2021). Reflective writing in dental education to improve critical thinking and learning: A systematic review. Journal of Dental Education, 85(6), 778–785. https://doi.org/10.1002/jdd.12561

Abstract

References

How to cite