Publication: eachers’ Professional Development and Intelligent Ways of Coping with It: A Systematic Review in Elementary and Middle School Education
Authors
Salmerón Aroca, Juan Antonio ; Moreno Abellán, Pedro ; Martínez de Miguel López, Silvia
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Publisher
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DOI
https://doi.org/10.3390/jintelligence11010001
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info:eu-repo/semantics/article
Description
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.
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Citation
Journal of intelligence 2023, 11, 1
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