Teacher professional development: a theoretical framework
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/22247 |
Resumo: | We present to outline a theoretical framework on teacher professional development from systematization and discussion of main theoretical categories underpinning this process, which are prevalent in the international research on teacher education. With the aim of highlighting and discussing the dimensions underlying the professional development of teachers, we carried out a systematic literature review that allowed us to form a framework of the main categories addressed by the related theorists related to the teacher professional development, who are most referenced in the Google Scholar and with an h-Scopus index higher than 20. The qualitative analyses reveal five categories underpinning teacher professional development: professional knowledge, which characterizes the basic theoretical subsidies to teaching; professional learning, conceived as a process of improving teacher knowledge on teaching practice; professional culture, values, habits, and practices legitimized by groups of teachers; the ethical dimension of teaching, which designates individual and collective commitment to overcoming inequalities in educational and social opportunities; and changes in the practice, understood as processes of criticism and modification of classroom practices, beliefs, and dispositions of teachers. |
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Teacher professional development: a theoretical frameworkDesarrollo profesional de los docentes: un marco teóricoDesenvolvimento profissional de professores: um quadro teóricoAprendizagens profissionaisConhecimentos profissionaisWe present to outline a theoretical framework on teacher professional development from systematization and discussion of main theoretical categories underpinning this process, which are prevalent in the international research on teacher education. With the aim of highlighting and discussing the dimensions underlying the professional development of teachers, we carried out a systematic literature review that allowed us to form a framework of the main categories addressed by the related theorists related to the teacher professional development, who are most referenced in the Google Scholar and with an h-Scopus index higher than 20. The qualitative analyses reveal five categories underpinning teacher professional development: professional knowledge, which characterizes the basic theoretical subsidies to teaching; professional learning, conceived as a process of improving teacher knowledge on teaching practice; professional culture, values, habits, and practices legitimized by groups of teachers; the ethical dimension of teaching, which designates individual and collective commitment to overcoming inequalities in educational and social opportunities; and changes in the practice, understood as processes of criticism and modification of classroom practices, beliefs, and dispositions of teachers.Se presenta un marco teórico sobre el desarrollo profesional docente a partir de la sistematización y discusión de las principales categorías teóricas que subyacen a este proceso, que predominan en la literatura internacional relacionada con la formación docente. Con el objetivo de resaltar y discutir las dimensiones subyacentes al desarrollo profesional de los docentes, realizamos una revisión sistemática de la literatura que nos permitió formar un marco de las principales categorías abordadas por los teóricos relacionados con el tema, la mayoría referenciados en Google Scholar y con un índice h-Scopus superior a 20. El análisis cualitativo señaló cinco categorías básicas para el desarrollo profesional: conocimientos profesionales - subsidios básicos para la docencia; aprendizaje profesional: profundización y ampliación del conocimiento de los docentes; cultura profesional: valores, hábitos y prácticas legitimados por grupos de profesores; dimensión ética de la enseñanza: compromiso individual y colectivo para superar las desigualdades en las oportunidades educativas y sociales; cambios en la práctica: procesos de crítica y modificación de las prácticas, creencias y disposiciones de los profesores en el aula.Apresenta-se um quadro teórico sobre desenvolvimento profissional docente a partir da sistematização e discussão das principais categorias teóricas subjacentes a este processo, as quais predominam na literatura internacional relacionada à formação de professores. Mediante o objetivo de evidenciar e discutir as dimensões subjacentes ao desenvolvimento profissional de professores procedeu-se uma revisão sistemática de literatura que permitiu constituir um quadro das principais categorias abordadas pelos teóricos relacionados à temática, mais referenciados no Google Acadêmico e com índice h-Scopus superior a 20. A análise qualitativa apontou cinco categorias basilares ao desenvolvimento profissional: conhecimento profissional–subsídios basilares à docência; aprendizagens profissionais–aprofundamento e ampliação de conhecimentos docentes; cultura profissional–valores, hábitos e práticas legitimadas por grupos de professores; dimensão ética da docência–compromisso individual e coletivo com a superação das desigualdades de oportunidades educativas e sociais; mudanças na prática–processos de crítica e modificação das práticas de sala de aula, crenças e disposições de professores.Research, Society and Development2021-11-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2224710.33448/rsd-v10i14.22247Research, Society and Development; Vol. 10 No. 14; e342101422247Research, Society and Development; Vol. 10 Núm. 14; e342101422247Research, Society and Development; v. 10 n. 14; e3421014222472525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/22247/19650Copyright (c) 2021 Adriana Richithttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessRichit, Adriana2021-12-04T11:48:39Zoai:ojs.pkp.sfu.ca:article/22247Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:41:28.473994Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Teacher professional development: a theoretical framework Desarrollo profesional de los docentes: un marco teórico Desenvolvimento profissional de professores: um quadro teórico |
title |
Teacher professional development: a theoretical framework |
spellingShingle |
Teacher professional development: a theoretical framework Richit, Adriana Aprendizagens profissionais Conhecimentos profissionais |
title_short |
Teacher professional development: a theoretical framework |
title_full |
Teacher professional development: a theoretical framework |
title_fullStr |
Teacher professional development: a theoretical framework |
title_full_unstemmed |
Teacher professional development: a theoretical framework |
title_sort |
Teacher professional development: a theoretical framework |
author |
Richit, Adriana |
author_facet |
Richit, Adriana |
author_role |
author |
dc.contributor.author.fl_str_mv |
Richit, Adriana |
dc.subject.por.fl_str_mv |
Aprendizagens profissionais Conhecimentos profissionais |
topic |
Aprendizagens profissionais Conhecimentos profissionais |
description |
We present to outline a theoretical framework on teacher professional development from systematization and discussion of main theoretical categories underpinning this process, which are prevalent in the international research on teacher education. With the aim of highlighting and discussing the dimensions underlying the professional development of teachers, we carried out a systematic literature review that allowed us to form a framework of the main categories addressed by the related theorists related to the teacher professional development, who are most referenced in the Google Scholar and with an h-Scopus index higher than 20. The qualitative analyses reveal five categories underpinning teacher professional development: professional knowledge, which characterizes the basic theoretical subsidies to teaching; professional learning, conceived as a process of improving teacher knowledge on teaching practice; professional culture, values, habits, and practices legitimized by groups of teachers; the ethical dimension of teaching, which designates individual and collective commitment to overcoming inequalities in educational and social opportunities; and changes in the practice, understood as processes of criticism and modification of classroom practices, beliefs, and dispositions of teachers. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-11-04 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/22247 10.33448/rsd-v10i14.22247 |
url |
https://rsdjournal.org/index.php/rsd/article/view/22247 |
identifier_str_mv |
10.33448/rsd-v10i14.22247 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/22247/19650 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Adriana Richit https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Adriana Richit https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 10 No. 14; e342101422247 Research, Society and Development; Vol. 10 Núm. 14; e342101422247 Research, Society and Development; v. 10 n. 14; e342101422247 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
_version_ |
1797052826002653184 |