Abstract
The research aims to analyze the international scientific production in the field of “teacher professional development”. We used the Web of Science database, in which 811 articles—published from 1987 to 2017, and 62.64% of them published in the last five years—were mapped. On this basis, it is confirmed that the field of knowledge at issue is recent, and it has been explored in the last years. The publications reviewed involved 1918 authors, from 67 countries and 295 different journals. Among the most expressive countries, the United States and Australia stood out, with 49% of the publications on this theme. The journal with the greatest number of publications was Teaching and Teacher Education, containing 66 articles published in the period. Analyzing the authorship, the one-timer’s category stood out, with 88% of the publications. The largest production was of 11 papers by author and the most mentioned one had 157 citations. It was concluded that the thematic has been getting attention from the researchers of several fields of knowledge, including business, and that the authors inserted in the theme are seeking the consolidation of the theoretical basis regarding the subject by using empirical work.
Highlights
The study of the teacher professional development aims the quality of teaching and the training of future professional, since the understanding of this process helps the improvement of teacher training and, the consequent improvement of their teaching practices
The search for articles published on “teacher professional development”, in October/2017, resulted in 1,138 results, of which 811 were used in this study according to the “article” refining criterion, from 1987 to 2017, totaling 30 years of publications in this field
From the analysis of the main publications mapped, most cited articles regarding teacher professional development, it is observed that the majority are theoretical articles, which corroborates with the rise of the field in the last five years, and the recent recovery of the researches regarding the subject in question, and by means of some empirical works which consolidate them
Summary
The study of the teacher professional development aims the quality of teaching and the training of future professional, since the understanding of this process helps the improvement of teacher training and, the consequent improvement of their teaching practices. The key aspect which rules such studies focuses on the understanding that professional development is a complex process, by which the teachers grow profissionally through their learning experiences (Clarke & Hollingsworth, 2002; Day, 1999; Villegas Reimers, 2003), aiming to change their knowledge into practice for the benefit of their students’ growth. In this sense, Marcelo In the last thirty years, since the first record of the term “teacher professional development”, a large number of articles have been published and are aimed at teachers, their teaching trainers and educational managers, aimed at the professional development and its impact on the teaching quality and on the students’ learning
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