Training for teacher professional development in schools: systematic review

Abstract

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. A systemic, dynamic and multifaceted training is urged in which interconnected groups of teachers, administrators and managers participate.

Keywords: professional development, training, systematic review, basic education, obligatory education.