A systematic review for improving the effectiveness of consultations in education: An overview of previous research and a descriptive examination of “teacher factors”

Abstract

This study provides an overview of the content and outcomes of consulting activities in Japanese educational settings. The study examined teacher-related factors to enhance consulting efficacy. The results of the descriptive analysis indicated that teacher-related factors include demographics, such as age and gender, and factors related to knowledge acquisition, teaching attitudes (types of teaching), and daily appearance, including demeanor and impressions of teachers as consultants. These findings suggest the need to assess not only age and years of teaching experience, which are addressed in annual training, but also individual teachers’ learning history (experience) and teaching type from the perspective of teacher assessment. Furthermore, this study emphasizes the need for future research to examine the effects of consultations on teacher assessment.