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Título: | Teachers’ Professional Development and Intelligent Ways of Coping with It: A Systematic Review in Elementary and Middle School Education |
Fecha de publicación: | 21-dic-2022 |
Fecha de defensa / creación: | 2022 |
Editorial: | MDPI |
Cita bibliográfica: | Journal of intelligence. 2023, 12, 1 |
Palabras clave: | Teachers Professional development Smart schools Training Competences Generational diversity |
Resumen: | This research addresses teacher training at different generational stages, with the aim of analysing the training actions developed by school teachers and the intentionality of linking them to their professional development, in order to offer a broad perspective of the paradigm of smart schools, allowing for the adjustment of the quality of training to real demands. To this end, a systematic review of articles published between 2012 and 2022 in the main databases (WoS, Scopus, Eric, Dialnet, and Google Scholar) was carried out. After applying the inclusion criteria, 56 articles were selected and analysed following the PRISMA 2020 statement. The findings showed the interest and importance of initial, continuous, and lifelong learning among teachers as a driver of professional development. The results also showed that research is mostly focused on novice teachers and qualitative methodologies predominate, although this is limited to certain countries and specialised publications. However, generational differences were observed. While younger teachers are more highly trained in ICT, older teachers have a higher level of competence at a processual and relational level in the classroom. In conclusion, it should be noted that teacher training linked to professional development has an impact on school improvement, especially if it is carried out from an intergenerational collaborative perspective, and the acquisition of new skills. |
Autor/es principal/es: | Salmerón Aroca, Juan Antonio Moreno Abellán, Pedro Martínez de Miguel López, Silvia |
Facultad/Departamentos/Servicios: | Facultades, Departamentos, Servicios y Escuelas::Departamentos de la UMU::Teoría e Historia de la Educación |
URI: | http://hdl.handle.net/10201/128043 |
DOI: | https://doi.org/10.3390/jintelligence11010001 |
Tipo de documento: | info:eu-repo/semantics/article |
Número páginas / Extensión: | 18 |
Derechos: | info:eu-repo/semantics/openAccess Atribución 4.0 Internacional |
Descripción: | ©<2022>. This manuscript version is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by/4.0/ This document is the Published, version of a Published Work that appeared in final form in [Journal of intelligence]. To access the final edited and published work see[https://doi.org/10.3390/jintelligence11010001] |
Aparece en las colecciones: | Artículos: Teoría e Historia de la Educación |
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