Formación para el desarrollo profesional docente en escuelasrevisión sistemática

  1. Celia Camili Trujillo 1
  2. Lorena Gil Pastor 1
  3. Sara Serrano Díaz 1
  4. Luis Aimá González 1
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Revista:
Revista de educación

ISSN: 0034-8082

Año de publicación: 2024

Número: 406

Páginas: 219-248

Tipo: Artículo

DOI: 10.4438/1988-592X-RE-2024-406-643 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de educación

Resumen

The educational challenges of the 21st century require training for professional development (PD) that meets the demands of students, advances in knowledge of the subject and the development of skills for quality teaching. The objective of the study is to carry out a systematic review of scientific articles to analyze the training received by practicing teachers of primary, secondary and high school for their PD, what characterizes these training models and what their impact has been. The databases consulted were SCOPUS, Web of Science, Education Resources Information Center and Dialnet. Of 586 documents finally found, 68 met the inclusion criteria. The extrinsic variables (year of publication and origin of the authors) and methodological (sample and research method used) were analyzed with descriptive statistics (frequencies and percentages) and the substantive variables (what teachers are trained in, characteristics of the teaching models). training received and impact) through a qualitative thematic analysis. Training has increased between 2019-2021 due to the COVID-19 pandemic, primary school teachers are the ones who have received the most training, training in digital skills and attention to diversity predominates, with the collaborative training model being the most worked up. The impact of training in PD is varied and is not always valued by schools as sufficient or adequate. Among the factors that reduce the quality of training are: difficulties in planning the program, incompatibility with the work schedule, workload and lack of motivation. The study aims to contribute to evidence-based decision making for the PD of practicing school teachers. A systemic and multifaceted training is urged in which interconnected groups of teachers, administrators and managers participate.

Referencias bibliográficas

  • Aldahmash, A.H., Alshamrani, S.M., Alshaya, F.S., & Alsarrani, N.A. (2019). Research trends in service science teacher professional development from 2012 to 2016. International Journal of Instruction, 12, 163-178. http://doi.org/10.29333/iji.2019.12211a
  • Alexandre, P.A. (2020). Methodological Guidance Paper: The Art and Science of Quality Systematic Reviews. Review of Educational Research, 90(1), 6-23. https://doi.org/ggwsgp
  • Almazroa, H., & Alotaibi, W. (2023). Teaching 21st Century Skills: Understanding the Depth and Width of the Challenges to Shape Proactive Teacher Education Programmes. Sustainability, 15(9), 7365. https://doi.org/10.3390/su15097365
  • Alves, E. (2003). La formación permanente del docente en la escuela. El uso universitario de la tecnología para elevar la calidad del docente en el aula. Investigación y Postgrado, 18(1), 36-45.
  • Barrios, C., & Jiménez, B. (2020). Formación dentro y fuera de la escuela. Antítesis o síntesis. Educar, 30, 141-157.
  • Bascopé, M., Perasso, P., & Reiss, K. (2019). Systematic Review of Education for Sustainable Development at an Early Stage: Cornerstones and Pedagogical Approaches for Teacher Professional Development. Sustainability, 11, 719, 1-16. http://doi.org/10.3390/ su11030719
  • Basma, B., & Savage, R. (2018). Teacher Professional Development and Student Literacy Growth: a Systematic Review and Meta-analysis. Educ Psychol Rev, 30, 457-481. http://doi.org/10.1007/s10648-017-9416-4
  • Bennasar, M.I. (2020). Los modelos formación docente, un tema en debate permanente. Revista HumanArtes, 17, 1-13.
  • Bingham, A.J., & Witkowsky, P. (2022). Deductive and inductive approaches to qualitative data analysis. En C. Vanover, P. Mihas y J. Saldaña (Eds.), Analyzing and interpreting qualitative data: After the interview (pp. 133-146). SAGE.
  • Bonnand, S., & Hansen, M.A. (2016). Your device, your classroom: Creating library spaces that support teaching innovation. C&RL News, 77(6), 288-305.
  • Booth, A., Noyes, J., Flemming, K., Moore, G., Tunçalp, Ö., & Shakibazadeh, E. (2019). Formulating questions to explore complex interventions within qualitative evidence synthesis. BMJ Glob Heal, 4(Suppl 1), e001107.
  • Bramer, W.M., Rethlefsen, M., & Franco, O. (2017). Optimal database combinations for literature searches in systematic reviews: a prospective exploratory study. Systematic Reviews, 6(245), 1-12. https://doi.org//10.1186/s13643-017-0644-y
  • Cabero-Almenara, J., & Palacios-Rodríguez, A. (2020). Formación y competencias del profesorado en la era digital. Revista científico profesional de la pedagogía y psicopedagogía, 5, 113-127.
  • Choi, S., & Mao, X. (2021). Teacher autonomy for improving teacher self-efficacy in multicultural classrooms: A cross-national study of professional development in multicultural education. International Journal of Educational Research, 105, 101711. https://doi.org/10. 1016/j.ijer.2020.101711
  • Colson, T., Xiang, Y., & Smothers, M. (2021). How professional development in co-teaching impacts self-efficacy among rural high school teachers. Rural Educator, 42(1), 20-31. https://doi.org/10.35608/ruraled.v42i1.897
  • Corujo-Vélez, C., Barragán-Sánchez, R., Hervás-Gómez, C., & Palacios- Rodríguez, A. (2021). Teaching innovation in the development of professional practices: Use of the collaborative blog. Education Sciences, 11(8), 1-18. http://doi.org/10.3390/educsci11080390
  • Cypress, B.S. (2017). Rigor or Reliability and Validity in Qualitative Research: Perspectives, Strategies, Reconceptualization, and Recommendations. Dimensions of Critical Care Nursing 36(4), 253-263, https://doi.org/ 10.1097/DCC.0000000000000253
  • Eurydice (2017). The Teaching Profession in Europe: Practices, Perceptions, and Policies. Eurydice Report. Publications Office of the European Union.
  • Fernández-Sánchez, H., King, K., & Enríquez-Sánchez, C.B. (2020). Revisiones Sistemáticas Exploratorias como metodología para la síntesis del conocimiento científico. Enferm. Univ, 17(1), 87-94. https://doi. org/10.22201/eneo.23958421e.2020.1.697
  • Flick, U. (2018). An introduction to qualitative research. SAGE.
  • Gast, I., Schildkamp, K., & van der Veen, J.T. (2017). Team-Based Professional Development Interventions in Higher Education: A Systematic Review. Review of Educational Research, 87(4), 736-767. https://doi.org/10.3102/0034654317704306
  • Grau, S., Gómez, C., & Perandones, T. (2009). La formación del profesorado como factor decisivo de la excelencia educativa. En C. Gómez y S. Grau (Coords.) Propuestas de diseño, desarrollo e innovaciones curriculares y metodología en el EEES (pp. 7-26). Universidad de Alicante.
  • Hattie, J. (2015). What Doesn’t Work in Education: The Politics of Distraction. Pearson.
  • Ibrahim, R., Norman, H., Nordin, N., & Azwar, K. (2020). Research trends in ICT and education: A systematic review of continuous professional development courses for online educators. Journal of Physics: Conference Series, 1529, 1-7. http://doi.org/10.1088/1742-6596/1529/4/042060
  • Irby, B., Pashmforoosh, R., Druery, D.M., Eljaouhari, N., Tong, F., Lara- Alecio, R. (2022). An Analysis of Virtual Professional Development for School Leaders During COVID-19. International Journal of Virtual and Personal Learning Environments, 12(1), 1-19. https://doi.org/10.4018/ IJVPLE.302097
  • Lindvall, J., & Ryve, A. (2019). Coherence and the positioning of teachers in professional development programs. A systematic review. Educational Research Review, 27, 140-154. https://doi.org/10.1016/j. edurev.2019.03.005
  • Lo, N. P. K., & To, B. K. H (2023). The transformation of identity of secondary school teachers: Professional development and English language education strategies in Hong Kong during the COVID-19 pandemic. Cogent Education, 10(1), 1-32. https://doi.org/10.1080/ 2331186X.2022.2163790
  • Luo, T., Freeman, C., & Stefaniak, J. (2020). “Like, comment, and share”— professional development through social media in higher education: A systematic review. Education Tech Research Dev, 68, 1659-1683. https://doi.org/10.1007/s11423-020-09790-5
  • Matschiner, A. (2023). A Systematic Review of the Literature on Inservice Professional Development Explicitly Addressing Race and Racism. Review of Educational Research August, 93(4), 594-630. https://doi. org/10.3102/00346543221125245
  • Ministerio de Educación, Cultura y Deporte (2015). El profesorado del siglo XXI. XXI Encuentro de Consejos Escolares Autonómicos y del Estado. MECD.
  • Mitchell, R. (2013). What is professional development, how does it occur in individuals, and how may it be used by educational leaders and managers for the purpose of school improvement? Professional Development in Education, 39(3), 387-400. http://dx.doi.org/10.1080 /19415257.2012.762721
  • Morgan, H. (2022). Understanding Thematic Analysis and the Debates Involving Its Use. The qualitative report, 27(10), 2079-2091. https:// doi.org/10.46743/2160-3715/2022.5912
  • Morin, K. L., Ganz, J. B., Vannest, K. J., Haas, A. N., Nagro, S. A., Peltier, C. J., & Ura, S. K. (2019). A systematic review of single-case research on video analysis as professional development for special educators. The Journal of Special Education, 53, 3-14.
  • Newman, M., & Gough, D. (2020). Systematic Reviews in Educational Research: Methodology, Perspectives and Application. En O. Zawacki- Richter et al. (Eds.) Systematic Reviews in Educational Research. Methodology, Perspectives and Application (pp. 3-22). Springer.
  • Nieva, J. A. y Martínez, O. (2016). Una nueva mirada sobre la formación docente. Universidad y Sociedad, 8(4), 14-21.
  • Nunn, J., & Chang, S. (2020). What are Systematic Reviews? WikiJournal of Medicine, 7(5), 1-1. https://doi.org/10.15347/wjm/2020.005
  • OCDE (2021). Teachers Getting the Best out of Their Students: From Primary to Upper Secondary Education, TALIS. OECD Publishing. https://doi.org/10.1787/5bc5cd4e-en
  • OCDE (2023). Review education policies. Teacher professional development. OECD Publishing. https://gpseducation.oecd.org/review educationpolicies/#!node=41732&filter=all
  • Pamies, Ma, Cascales, A., & Gomariz, M.A. (2022). Association between conditioning factors of the transfer oflifelong learning and the application of learning in the training programmes of Pre-school and Primary Education. Revista Electrónica Interuniversitaria de Formación del Profesorado, 25, 127-40.
  • Page, M. et al. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372(71), 1-9. http://dx.doi. org/10.1136/bmj.n71
  • Pedroza, R., & Reyes, A.M. (2019). Formación docente autorreflexiva para el aprendizaje en matemáticas. V Congreso Internacional sobre Aprendizaje, Innovación y Competitividad (CINAIC 2019), Universidad Politécnica de Madrid, Madrid.
  • Perry, E. (2023). Teacher Professional Development in Changing Circumstances: The Impact of COVID-19 on Schools’ Approaches to Professional Development. Education Sciences, 13(48). https://doi. org/10.3390/educsci13010048
  • Poulou, M. S., Reddy, L. A., & Dudek, C. M. (2023). Teachers and school administrators’ experiences with professional development feedback: The classroom strategies assessment system implementation. Frontiers in Psychology, 14, 1074278. https://doi.org/10.3389/fpsyg. 2023.1074278
  • Pozdeeva, S.I. (2018). Participation of primary school teachers in educational innovations as the groundwork for their professional development: Organization and management. Advances in Intelligent Systems and Computing, 677, 28-36. http://doi.org/10.1007/978-3- 319-67843-6_4
  • Reychav, I., Elyakim, N., & McHaney, R. (2023). Lifelong learning processes in professional development for online teachers during the Covid era. Front. Educ, 8, 1041800. https://doi.org/10.3389/feduc.2023.1041800
  • Rojas, N., & Martínez, O. (2023). Formación del Docente y Pedagogía de la Complejidad en el Contexto de la Educación. Revista Scientific, 1(1), 249-265. https://doi.org/10.29394/scientific.issn.2542-2987.2016. 1.1.14.249-265
  • Santos, M.A. (2020). La formación del profesorado. Piedra angular del sistema educativo. Crónica, Revista científico profesional de la pedagogía y psicopedagogía, 5, 81-87.
  • Savard, A., & Cyr, S. (2018). A waterfall model for providing professional development for elementary school teachers: A pilot project to implement a competency-based approach. Global Education Review, 5(3), 165-182.
  • Suárez, N., Mena, D., Gómez, V., & Fernández, A.I. (2019). La formación del profesorado en Iberoamérica. Tendencias, reflexiones y experiencias. Universidad Tecnológica Indoamérica.
  • Surahman, E., & Wang, T-H. (2023). In-service STEM teachers’ professional development programmes: A systematic literature review 2018–2022. Teaching and Teacher Education, 135, 104326. https://doi.org/10.1016/ j.tate.2023.104326
  • Vaillant, D. (2016). El fortalecimiento del desarrollo profesional docente: una mirada desde Latinoamérica. Journal of Supranational Policies of Education, 5, 5-21. http://dx.doi.org/10.15366/jospoe2016.5
  • Van Grieken, C. (2016). Formación docente y escuela: posibles articulaciones. Ciencia y Sociedad, 41(1), 29-43. https://doi.org/10. 22206/cys.2016.v41i1.pp029-043
  • Wächter, T., & Gorges, J. (2023). How does inclusion come into schools? Attitude towards inclusion as a predictor of teachers’ inclusion-related motivation for professional development courses. Zeitschrift fur Erziehungswissenschaft, 26, 31-54. https://doi.org/10.1007/s11618- 022-01129-5
  • Westbroek, H., De Vries, B., Walraven, A., Handelzalts, A., & McKenney, S. (2019). Teachers as co-designers: Scientific and colloquial evidence on teacher professional development and curriculum innovation. En J. Pieters, J. Voogt y N. Pareja (Eds.) Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning (pp.35-54). Springer.
  • Wu, W., Hu, R., Tan, R., & Liu, H. (2022). Exploring Factors of Middle School Teachers’ Satisfaction with Online Training for Sustainable Professional Development under the Impact of COVID-19. Sustainability, 14, 1-18. https://doi.org/10.3390/su142013244
  • Zeng, J. (2023). A theoretical review of the role of teacher professional development in EFL students’ learning achievement. Heliyon, 9, e15806. https://doi.org/10.1016/j.heliyon.2023.e15806
Fuente de los datos: Dialnet