Teacher professional development: a theoretical framework

Authors

DOI:

https://doi.org/10.33448/rsd-v10i14.22247

Keywords:

Aprendizagens profissionais; Conhecimentos profissionais

Abstract

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.

Author Biography

Adriana Richit, Universidade Federal da Fronteira Sul

Bolsista Produtividade em Pesquisa do CNPq.
Pós-doutorado em Didática da Matemática - Instituto de Educação, Universidade de Lisboa.
Doutora em Educação Matemática - UNESP
Professora, Classe E, nível Associado II, da Universidade Federal da Fronteira Sul - UFFS
Campus de Erechim - Erechim, RS
Docente do Programa de Pós-graduação em Educação (PPGE) da UFFS
Docente do Programa de Pós-graduação Interdisciplinar em Ciências Humanas (PPGICH) da UFFS
Coordenadora do Grupo do Estudos e Pesquisa em Educação Matemática e Tecnologias - GEPEM@T
Contato (54) 33217050

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Published

04/11/2021

How to Cite

RICHIT, A. Teacher professional development: a theoretical framework. Research, Society and Development, [S. l.], v. 10, n. 14, p. e342101422247, 2021. DOI: 10.33448/rsd-v10i14.22247. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/22247. Acesso em: 5 dec. 2024.

Issue

Section

Education Sciences