Publication:
eachers’ Professional Development and Intelligent Ways of Coping with It: A Systematic Review in Elementary and Middle School Education

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dc.contributor.authorSalmerón Aroca, Juan Antonio
dc.contributor.authorMoreno Abellán, Pedro
dc.contributor.authorMartínez de Miguel López, Silvia
dc.contributor.departmentTeoría e Historia de la Educación
dc.date.accessioned2026-02-18T09:40:19Z
dc.date.available2026-02-18T09:40:19Z
dc.date.issued2023
dc.description.abstractThis 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.
dc.formatapplication/pdf
dc.identifier.citationJournal of intelligence 2023, 11, 1
dc.identifier.doihttps://doi.org/10.3390/jintelligence11010001
dc.identifier.urihttp://hdl.handle.net/10201/207261
dc.languagespa
dc.relationSin relación externa a la Universidad
dc.rightsAttribution 4.0 International*
dc.rights.accessRightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectTeachers
dc.subjectProfessional development
dc.subjectSmart schools
dc.subjectTraining
dc.subjectCompetences
dc.subjectGenerational diversity
dc.subject.odsObjetivo 4: Educación
dc.titleeachers’ Professional Development and Intelligent Ways of Coping with It: A Systematic Review in Elementary and Middle School Education
dc.typeinfo:eu-repo/semantics/article
dc.type.versioninfo:eu-repo/semantics/publishedVersion
dspace.entity.typePublicationes
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relation.isAuthorOfPublicationbdee7f20-30c3-41d0-8406-fbfaea1c07c0
relation.isAuthorOfPublication.latestForDiscovery9828d9e7-7e62-43c2-9390-6096bbb8f342
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