Salmerón Aroca Juan Antonio, Moreno Abellán Pedro, Martínez de Miguel López Silvia
Department of Theory and History of Education, Faculty of Education, University of Murcia, 30100 Murcia, Spain.
J Intell. 2022 Dec 21;11(1):1. doi: 10.3390/jintelligence11010001.
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.
本研究关注不同代际阶段的教师培训，旨在分析学校教师开展的培训行动以及将这些行动与他们的专业发展相联系的意向，以便提供一个关于智能学校范式的广阔视角，使培训质量能够根据实际需求进行调整。为此，对2012年至2022年期间在主要数据库（Web of Science、Scopus、ERIC、Dialnet和谷歌学术）上发表的文章进行了系统综述。在应用纳入标准后，按照PRISMA 2020声明选择并分析了56篇文章。研究结果表明，教师的初始学习、持续学习和终身学习作为专业发展的驱动力具有重要意义。结果还表明，研究大多聚焦于新手教师，定性研究方法占主导地位，不过这仅限于某些国家和专业出版物。然而，观察到了代际差异。虽然年轻教师在信息通信技术方面接受了更高程度的培训，但年长教师在课堂教学的过程和关系层面具有更高的能力水平。总之，应当指出，与专业发展相关的教师培训对学校改进有影响，特别是如果从代际协作的角度开展培训，并且有助于新技能的获得。
