A Scoping Review of the Attributes Screened in the Selection Processes for Initial Teacher Education (ITE)

Year 2025, Volume: 14 Issue: 3, 283 - 300, 31.12.2025

Aida Valero Moya , Ville Mankki Pekka Räihä

Abstract

This scoping review maps the attributes assessed in the selection of candidates for Initial Teacher Education (ITE) programmes, aiming to identify key factors linked to effective teaching. A systematic search across five major academic databases (SCOPUS, Web of Science, Educational Resources Information Center, Academic Search Premier, and Teacher Reference Center) yielded 32 relevant studies published between 2013 and 2023 for analysis. The findings underscore the significance of both cognitive attributes (e.g., academic scores, cognitive skills) and non-cognitive attributes (e.g., personal traits, resilience, motivation) in predicting teacher effectiveness and programme success. While cognitive attributes provide a foundation for academic and pedagogical proficiency, non-cognitive factors are equally vital for sustaining teaching efficacy and long-term professional engagement. However, methods for assessing these attributes vary considerably, with evaluations of non-cognitive traits often facing challenges related to validity, reliability, and equity in high-stakes selection. By examining the complexities of defining and measuring teacher competencies and engaging with the debate on innate versus developed teaching qualities, this review advocates for a more integrated, rigorous, and context-sensitive approach to candidate assessment in teacher education.

Keywords

Teacher selection , initial teacher education , cognitive attributes , non-cognitive attributes , selection methods

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