Publication: Teachers’ Professional Development and Intelligent Ways of Coping with It: A Systematic Review in Elementary and Middle School Education
Loading...
Date
2022-12-21
Authors
Salmerón Aroca, Juan Antonio ; Moreno Abellán, Pedro ; Martínez de Miguel López, Silvia
item.page.secondaryauthor
item.page.director
Publisher
MDPI
publication.page.editor
publication.page.department
DOI
https://doi.org/10.3390/jintelligence11010001
item.page.type
info:eu-repo/semantics/article
Description
©<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]
Abstract
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.
publication.page.subject
Citation
Journal of intelligence. 2023, 12, 1
item.page.embargo
Collections
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. http://creativecommons.org/licenses/by/4.0/