Thinking, action research and teacher training. A systematic review of the literature
DOI:
https://doi.org/10.47553/rifop.v98i37.1.94687Abstract
This study aims to examine current literature about action research in-service teacher training that proposes thinking routines to improve teachers' reflection processes. PRISMA 2020 methodology was utilized to examine literature published from the last quarter of 2020 and the third quarter of 2021 in the following databases: ERIC, Scopus, Dialnet, TESEO, the Web of Science and Google Scholar. The selection process was conducted in four phases with different eligibility criteria in each phase. In the first phase, 1129 open papers were selected and refined to the final selection of 4 papers. The four selected studies used action research processes with in-service teachers and implemented thinking routines to facilitate their reflections, concluding that the routines favored these reflections. This study had some limitations, there is a risk of inconsistency modifying the search elements, the databases or the time period. The small number of documents necessitates more research, as the three topics separately offer a multitude of studies. However, there is scarce research linking the three fields of study.
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