Practice-based initial teacher education in alternative teaching certification programs: A scoping review protocol
- 1Facultad de Educación, Universidad San Sebastián, Chile
Abstract
Given the shortage of specialized teachers, Initial Teacher Education requires alternative teacher preparation routes, such as Alternative Teaching Certification Programs, that allow the incorporation of professionals who already possess prior work experience into the educational system. However, this situation raises new challenges regarding the design and implementation of the teacher preparation model within these programs. Consequently, this study aims to map and synthesize the existing evidence on the characteristics of practice-based teacher education (PBTE) programs, understood as an approach in which professional learning is constructed through authentic, situated teaching experiences rather than primarily theoretical instruction, designed for individuals who already hold technical, bachelor’s, or professional degrees. The review will be conducted following the JBI (Joanna Briggs Institute) methodology for scoping reviews, and will be reported in accordance with PRISMA-ScR guidelines. Data extraction and synthesis will be structured around the JBI Participants, Concept, and Context (PCC) analytical framework. Database searches will be conducted in Web of Science (WoS) and Scopus, including studies published between 2009 and 2025 in English, Spanish, and Portuguese. The review will specifically examine program duration, mentoring structures, practicum design, institutional type, teaching strategies, and reported outcomes. This protocol has been registered in the Open Science Framework (OSF) and will be publicly available once approved.
Related
- Teaching and learning strategies for the derivative in engineering education: A scoping review protocol
- Alternative digital secondary education for marginalized, out-of-school youth in low- and middle-income countries: Protocol for a scoping review of intervention models, outcomes, and implementation challenges
- Planetary health in practice: A scoping review of education and training for nurses and midwives
- MiCampo: A Multi-Level Digital Cooperative Infrastructure for Agroecological Planning, Participatory Certification and Territorial Market Coordination
- High environmental value certification and the politics of sustainable viticulture in France: Evidence from Champagne and Cognac
BibTeX
@article{urrabarra2026practicebased,
title = {{Practice-based initial teacher education in alternative teaching certification programs: A scoping review protocol}},
author = {Gerardo Urra-Barra and Graciela Acevedo and Erich Leighton-Vallejos and Víctor Ruiz-González and Camila Díaz-Ibáñez},
journal = {PLOS One},
year = {2026},
month = oct,
doi = {10.1371/journal.pone.0360047},
url = {https://doi.org/10.1371/journal.pone.0360047},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Practice-based initial teacher education in alternative teaching certification programs: A scoping review protocol
AU - Gerardo Urra-Barra
AU - Graciela Acevedo
AU - Erich Leighton-Vallejos
AU - Víctor Ruiz-González
AU - Camila Díaz-Ibáñez
PY - 2026
DA - 2026/10/13
JO - PLOS One
DO - 10.1371/journal.pone.0360047
UR - https://doi.org/10.1371/journal.pone.0360047
AB - Given the shortage of specialized teachers, Initial Teacher Education requires alternative teacher preparation routes, such as Alternative Teaching Certification Programs, that allow the incorporation of professionals who already possess prior work experience into the educational system. However, this situation raises new challenges regarding the design and implementation of the teacher preparation model within these programs. Consequently, this study aims to map and synthesize the existing evidence on the characteristics of practice-based teacher education (PBTE) programs, understood as an approach in which professional learning is constructed through authentic, situated teaching experiences rather than primarily theoretical instruction, designed for individuals who already hold technical, bachelor’s, or professional degrees. The review will be conducted following the JBI (Joanna Briggs Institute) methodology for scoping reviews, and will be reported in accordance with PRISMA-ScR guidelines. Data extraction and synthesis will be structured around the JBI Participants, Concept, and Context (PCC) analytical framework. Database searches will be conducted in Web of Science (WoS) and Scopus, including studies published between 2009 and 2025 in English, Spanish, and Portuguese. The review will specifically examine program duration, mentoring structures, practicum design, institutional type, teaching strategies, and reported outcomes. This protocol has been registered in the Open Science Framework (OSF) and will be publicly available once approved.
SN - 1932-6203
ER -