Mapping review of teacher collaborative professional development in early childhood education
DOI:
https://doi.org/10.47553/rifop.v100iNE.106169Abstract
Research on teacher professional development has barely focused on the early childhood education stage. The present study consists of a mapping review following The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). 86 articles are included. The results provide information on the types of training actions of collaborative professional development in the 3-6 year classes; coaching, peer coaching, mentoring, peer observation, class study and learning communities, collaboration being a common element among all of them. The temporal and geographical distribution, the topics they address, indications about effectiveness and the difficulties observed are also included. It is concluded that professional development is an element of educational improvement and that its research has been increasing in recent years, working in its different forms, both in person and online format. The largest number of articles come from the United States and most deal with programs focused on improving the educator's skills for teaching language. In addition, important aspects are revealed, such as the difficulties that professional development programs could have in their implementation, being relevant to improve training programs. The forms of professional development studied work mainly with teachers who are already working in schools and not with university students who are becoming teachers.
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