Teacher education programs should foster supportive learning environments and strengthen the relational accessibility of formal support structures¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Based on its synthesis, the review recommends that teacher education programs foster supportive learning environments and make formal support structures relationally accessible. The authors state that the findings have "implications for teacher education programs, suggesting the value of fostering supportive learning environments and strengthening the relational accessibility of formal support structures". This responds to evidence that contextual and social conditions play an important role in AHS and that preservice teachers rely heavily on informal sources.

Design Implications¶

Context¶

Requirements¶

• Formal support structures (instructors, academic support centers) must be perceived as relationally accessible for preservice teachers to use them

Constraints¶

• The recommendation derives from a narrative synthesis of heterogeneous studies rather than from intervention trials

Target Learners¶

• preservice teachers in teacher education programs

Target Learning Goals¶

• adaptive academic help-seeking
• retention in teacher education programs

Affordances¶

• Ahs Socially Embedded Regulatory Process

Claims¶

• Preservice teachers tend to rely more on informal help sources than formal ones during training [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Navarro-Ibáñez, M., Balladares, J., Sprovera, I., Manaut, C., & Infante, M. (2026). Help! I Need Somebody: A Systematic Review of Academic Help-Seeking Among Pre-Service Teachers. Educational Psychology Review, 38, 115. https://doi.org/10.1007/s10648-026-10208-6