Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 48 no. 1 (2025)

Synthesizing the Research Landscape in Teacher Education: A Meta-Analysis of Priorities and Gaps within a State University's BEED Program

Mark John Belleza | Ma. Xerxa Doan Billones-franco | Noli Ballara | Ave Marie Genodia | Claire Bibit | Harly Israel Bandojo | Shirley Billones

Discipline: Education

 

Abstract:

Despite the proliferation of teacher education research in Philippine state universities, significant gaps remain in synthesizing institutional priorities, thematic coherence, and alignment with national and global educational mandates. Fragmented studies often lack integrative analysis, limiting their potential to inform curriculum reform, inclusive practice, and pedagogical innovation. This study addresses these gaps through a meta-analysis of 17 research abstracts compiled in the PAGPALAPNAG Compendium (2023–2025), a curated collection of undergraduate and faculty-led inquiries from the Bachelor of Elementary Education (BEED) program at a state university. Employing a hybrid methodology that combines meta-synthesis and systematic thematic review, the study applied Thomas and Harden's (2008) three-stage coding process to extract recurring patterns and consolidate dispersed insights. The analysis surfaced five dominant themes shaping the current research landscape: (a) teacher competence and professional development, (b) inclusivity, equity, and student diversity, (c) culturally responsive pedagogy, (d) technology and artificial intelligence (AI) integration, and (e) learner engagement, performance, and well-being. These themes reflect a research culture that is inclusive, innovative, and context-sensitive, with strong alignment to Sustainable Development Goal 4, Ambisyon Natin 2040, and the MATATAG Curriculum. However, persistent gaps were identified in the integration of digital literacy, institutional support for marginalized learners, and the pedagogical incorporation of Indigenous knowledge systems. The study concludes that regional teacher education institutions play a critical role in advancing equity-driven and future-ready pedagogies. It recommends targeted interventions in curriculum design, professional development, and policy reform to strengthen teacher formation and educational outcomes in the Philippines.



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