Panorama investigativo sobre o desenvolvimento profissional docente e práticas de campo sociocientíficas
DOI:
https://doi.org/10.5294/edu.2026.29.2.3Palavras-chave:
Ensino das ciências, desenvolvimento profissional docente, práticas de campo, perspectiva sociocientífica, revisão sistemáticaResumo
O desenvolvimento profissional docente (DPD) é considerado um eixo central de algumas reformas educacionais, existindo consenso sobre sua relevância, especialmente quanto à sua aplicabilidade em termos de formação docente. A presente revisão utilizou protocolos de metanálise de acordo com o prisma, com base em diferentes fontes internacionais de dados da última década. O objetivo foi analisar o estado da arte sobre o DPD e sua possível relação sinérgica com as práticas de campo, sob a perspectiva sociocientífica (PSC). Os resultados permitem identificar tendências de pesquisa, contrastes e diferentes abordagens do DPD, principalmente para países como Estados Unidos, Reino Unido e Austrália, onde convergem distintas visões do DPD. Contudo, observam-se limitações relacionadas à continuidade das ações ao longo do tempo, à relevância dos processos formativos e à promoção da reflexão na formação docente. Portanto, um programa de desenvolvimento profissional docente sociocientífico, como nova forma de tornar o DPD genuíno em sinergia com as práticas de campo, poderia fortalecer a profissionalização docente de maneira crítica e reflexiva, tendo a PSC como eixo estruturante de uma abordagem mais contextualizada e significativa do DPD.
Downloads
Referências
Altikulaç, A. y Yontar, A. (2019). Nationalism, patriotism and global citizenship: A comparison in between the social studies teacher candidates in the US and Turkey. International Journal of Education and Literacy Studies, 7(4), 115-123. http://dx.doi.org/10.7575/aiac.ijels.v.7n.4p.115
Amórtegui, E. F., García-Berlanga, O. M. y Gavidia, V. (2017). Aportaciones de las prácticas de campo en la formación del profesorado de biología: un problema de investigación y una revisión documental. Didáctica de las Ciencias Experimentales y Sociales, 32, 153-170. https://doi.org/10.7203/dces.32.9940
Amórtegui, E. F., Ravanal, E. M., López, F. C. y Mosquera, J. A. (2022). Prácticas de campo, enseñanza de las ciencias de la naturaleza y desarrollo profesional. Alambique: Didáctica de las Ciencias Experimentales, 110, 53-59. https://dialnet.unirioja.es/servlet/articulo?codigo=8653601
Apaza, C. D. (2023). Las buenas prácticas del docente en la educación. Horizontes, 7(29), 1534-1547. https://doi.org/10.33996/revistahorizontes.v7i29.611
Barrable, A. y Arvanitis, A. (2019). Flourishing in the forest: Looking at forest school through a self-determination theory lens. Journal of Outdoor and Environmental Education, 22, 39-55. https://doi.org/10.1007/s42322-018-0018-5
Barrable, A., Touloumakos, A. y Lapere, L. (2022). Exploring student teachers’ motivations and sources of confidence: The case of outdoor learning. European Journal of Teacher Education, 45(3), 356-372. https://doi.org/10.1080/02619768.2020.1827386
Bansal, G. (2021). Indian pre-service teachers’ conceptualizations and enactment of inquiry-based science education. Education 3-13, 49(3), 275-287. https://doi.org/10.1080/03004279.2020.1854957
Bautista, A. y Ortega-Ruiz, R. (2015). Desarrollo profesional docente: perspectivas y enfoques internacionales (trad. A. Bautista). Psicología, Sociedad y Educación, 7(3). 343-355. https://doi.org/10.25115/psye.v7i3.514
Bentall, C. y Hunt, F. (2022). The value of third sector organizations’ provision of global learning CPD in English schools. Professional Development in Education, 51(2), 184-198. https://doi.org/10.1080/19415257.2022.2038656
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15. https://doi.org/10.3102/0013189X033008003
Borko, H., Jacobs, J. y Koellner, K. (2010). Contemporary approaches to teacher professional development. En Baker, E., McGaw, B. y Peterson, P. (eds.), International Encyclopedia of Education (3 ed., pp. 548-555). Elsevier. https://doi.org/10.1016/B978-0-08-044894-7.00654-0
Brown, J. y Devecchi, C. (2013). The impact of training on teaching assistants’ professional development: Opportunities and future strategy. Professional Development in Education, 39(3), 369-386. https://doi.org/10.1080/19415257.2012.762720
Burridge, P. y Carpenter, C. (2013). Expanding pedagogical horizons: A case study of teacher professional development. Australian Journal of Teacher Education, 38(9). https://doi.org/10.14221/ajte.2013v38n9.3
Boylan, M., Coldwell, M., Maxwell, B. y Jordan, J. (2018). Rethinking models of professional learning as tools: A conceptual analysis to inform research and practice. Professional Development in Education, 44(1), 120-139. https://doi.org/10.1080/19415257.2017.1306789
Calixto, G. y Amórtegui Cedeño, E. F. (2021). Importancia de las prácticas de campo en la formación inicial del profesorado en ciencias biológicas. Temas de Profesionalización Docente. IPES.
Camus-Camus, J. y Vergara-Núñez, J. (2023). Consideraciones curriculares y prácticas sobre el desarrollo profesional docente en la formación inicial del profesorado. Educare, 27(1), 133-152. https://doi.org/10.15359/ree.27-1.14372
Catapano, S. (2005). Teacher professional development through children’s project work. Early Childhood Education Journal, 32, 261-267. https://doi.org/10.1007/s10643-004-1428-2
Clarke, D. J. y Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947-967. https://doi.org/10.1016/S0742-051X(02)00053-7
Cordingley, P., Higgins, S., Greany, T., Buckler, N., Coles-Jordan, D., Crisp, B., ... y Coe, R. (2015). Developing great teaching: Lessons from the international reviews into effective professional development. Teacher Development Trust.
Creswell, J. W. y Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage.
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199. https://doi.org/10.3102/0013189X08331140
Di Paolo, E. A., Cuffari, E. C. y De Jaegher, H. (2018). Linguistic bodies: The continuity between life and language. MIT Press. https://doi.org/10.7551/mitpress/11244.001.0001
Dunst, C. J., Bruder, M. B. y Hamby, D. W. (2015). Metasynthesis of in-service professional development research: Features associated with positive educator and student outcomes. Educational Research and Reviews, 10(12), 1731-1744. https://doi.org/10.5897/ERR2015.2306
Dunn, B., McDonald, C. y Johnson, D. (2018). Evidence of quality professional development: A study in childhood practice. Professional Development in Education, 44(3), 397-411. https://doi.org/10.1080/19415257.2017.1331933
Erdaş Kartal, E. y Mesci, G. (2022). Learning through teaching: Teaching the nature of scientific inquiry in online outdoor learning environments. International Journal of Assessment Tools in Education, 9, 283-299. https://doi.org/10.21449/ijate.1121814
Evans, J. S. B. T. (2013). Dual-process theories of higher cognition: Advancing the debate. Perspectives on Psychological Science, 8(3), 223-241. https://doi.org/10.1177/1745691612460685
Fuller, F. F. (1969). Concerns of teachers: A Developmental conceptualization. American Educational Research Journal, 6(2), 207-226. https://doi.org/10.3102/00028312006002207
Garner, J. K. y Kaplan, A. (2021). A complex dynamic systems approach to the design and evaluation of teacher professional development. Professional Development in Education, 47(2-3), 289-314. https://doi.org/10.1080/19415257.2021.1879231
Gealy, A.-M., Tinney, G., Macdonald, N. y Waters, J. (2022). A socio-constructivist approach to developing a professional learning intervention for early childhood education and care practitioners in Wales. Professional Development in Education, 48(2), 298-314. https://doi.org/10.1080/19415257.2020.1742187
Glackin, M. (2016). ‘Risky fun’ or ‘Authentic science’? How teachers’ beliefs influence their practice during a professional development programme on outdoor learning. International Journal of Science Education, 38(3), 409-433. https://doi.org/10.1080/09500693.2016.1145368
Glackin, M. (2018). ‘Control must be maintained’: exploring teachers’ pedagogical practice outside the classroom. British Journal of Sociology of Education, 39(1), 61-76. https://doi.org/10.1080/01425692.2017.1304204
Glackin, M. (2019). ‘It’s more than a prop’: Professional development session strategies as sources of teachers’ self-efficacy and motivation to teach outside the classroom. Professional Development in Education, 45(3), 372-389. https://doi.org/10.1080/19415257.2018.1490917
Gray, D. S. y Bryce, T. (2006). Socio‐scientific issues in science education: implications for the professional development of teachers. Cambridge Journal of Education, 36(2), 171-192. https://doi.org/10.1080/03057640600718489
Guskey, T. R. (2000). Evaluating professional development. Corwin Press.
Guskey, T. R. (2003). Analyzing lists of the characteristics of effective professional development to promote visionary leadership. NASSP Bulletin, 87(637), 4-20. https://doi.org/10.1177/019263650308763702
Guskey, Th. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381-391. https://doi.org/10.1080/135406002100000512
Haßler, B., Hennessy, S., Cross, A., Chileshe, E., y Machiko, B. (2015). School-based professional development in a developing context: Lessons learnt from a case study in Zambia. Professional Development in Education, 41(5), 806-825. https://doi.org/10.1080/19415257.2014.938355
Haraway, D. J. (1991). Simians, cyborgs, and women: The reinvention of nature. Routledge.
Hegna, H. M. y Ørbæk, T. (2024). Traces of embodied teaching and learning: A review of empirical studies in higher education. Teaching in Higher Education, 29(2), 420-441. https://doi.org/10.1080/13562517.2021.1989582
John, N. M. (2016). Os desafios da docência em ciências naturais no século XXI. Tecné, Episteme y Didaxis, 40, 277-309.
Kali, Y., Levy, K.-S., Levin-Peled, R. y Tal, T. (2018). Supporting outdoor inquiry learning (SOIL): Teachers as designers of mobile-assisted seamless learning. British Journal of Educational Technology, 49, 1145-1161. https://doi.org/10.1111/bjet.12698
Kemmis, S. (2021). A practice theory perspective on learning: Beyond a ‘standard’ view. Studies in Continuing Education, 43(3), 280-295. https://doi.org/10.1080/0158037x.2021.1920384
Kerr, K. (2010). ‘It certainly taught us how to change our minds on teaching science’: Coteaching in continuing professional development. En Coteaching in International Contexts: Research and Practice (pp. 151-171). Springer. https://doi.org/10.1007/978-90-481-3707-7_8
Kerr, K. (2020). Teacher development through coteaching outdoor science and environmental education across the elementary-middle school transition. The Journal of Environmental Education, 51(1), 29-43. https://doi.org/10.1080/00958964.2019.1604482
Leonard, S. N. (2015). Stepping outside: Collaborative inquiry-based teacher professional learning in a performative policy environment. Professional Development in Education, 41(1), 5-20. https://doi.org/10.1080/19415257.2013.858367
Lorduy, D. J. (2023). Perspectivas multimetodológicas de investigaciones en educación científica: Una revisión desde dimensiones paradigmáticas. Praxis & Saber, 14(39), e15940. https://doi.org/10.19053/22160159.v14.n39.2023.15940
Mahon, K. y Smith, H. (2020). Moving beyond methodising theory in preparing for the profession. Journal of Adventure Education and Outdoor Learning, 20(4), 357-368. https://doi.org/10.1080/14729679.2019.1686039
Marcelo, C. y Vaillant, D. (2015). Desarrollo profesional docente: ¿Cómo se aprende a enseñar? (vol. 115). Narcea.
Marcelo, C. y Vaillant, D. (2017). Políticas y programas de inducción en la docencia en Latinoamérica. Cadernos de Pesquisa, 47, 1224-1249. https://doi.org/10.1590/198053144322
Marques, M. M., Loureiro, M. J. y Marques, L. (2016). The dynamics of an online community of practice involving teachers and researchers. Professional Development in Education, 42(2), 235-257. https://doi.org/10.1080/19415257.2014.997396
Martínez P., L. F. (2014). Cuestiones sociocientíficas en la formación de profesores de ciencias: aportes y desafíos. Tecné, Episteme y Didaxis, 1(36), 77-94. https://doi.org/10.17227/01213814.36ted77.94
Matthews, M. R. (2017). La enseñanza de la ciencia: un enfoque desde la historia y la filosofía de la ciencia. Fondo de Cultura Económica.
Naranjo, C. P. y Amórtegui, E. F. (2022). Prácticas de campo en perspectiva sociocientífica: un estudio de mapeo sistemático* con Biblioshiny. Revista Bio-grafía. Escritos sobre la Biología y su enseñanza, núm. extr., 910-925. [Memorias XI Congreso Latinoamericano de Enseñanza de la Biología y la Educación Ambiental, 27 y 28 de octubre 2022. Modalidad virtual].
Naranjo, C. P. Z. y Amórtegui, E. F. C. (2023). Prácticas de campo sociocientíficas, una apuesta en la formación docente de ciencias. EDUCyT, 14(extr.), 977-985. https://die.udistrital.edu.co/revistas/index.php/educyt/article/view/389
OESE - Office of Elementary and Secondary Education. (2021). Educators. U.S. Department of Education, 1 de marzo. https://oese.ed.gov/educators/
Opfer, V. D. y Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376-407. https://doi.org/10.3102/0034654311413609
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D. y Alonso-Fernández, S. (2021). Declaración prisma 2020: una guía actualizada para la publicación de revisiones sistemáticas. Revista Española de Cardiología, 74(9), 790-799. https://doi.org/10.1016/j.recesp.2021.06.016
Pérez, I., Quintana, A. I. Y. y Jiménez, G. M. (2023). The pedagogic professional ability: To direct the practical-experimental activity in students of licentiate in chemical education. SciELO Preprints. https://doi.org/10.1590/SciELOPreprints.6320
Pérez Hernández, I., Yera Quintana, A. I. y Martínez Jiménez, G. (2023). La habilidad profesional pedagógica: dirigir la actividad práctico-experimental en estudiantes de licenciatura en educación química. Chakiñan, 21, 182-199. https://doi.org/10.37135/chk.002.21.12
PESB - Professional Educator Standards Board. (2022). Educator workforce diversity report.
Ravanal Moreno, E. (2023). Propuesta de un modelo de desarrollo profesional: alcances teóricos-metodológicos para su implementación con profesores de ciencias. En Aravena, M., Soto, M., Garate, F. e Hidalgo, V. (coords.), Educación científica: investigaciones e innovaciones en las aulas chilenas (pp. 107-128). Organización de Estados Iberoamericanos.
Rodríguez, B. y Martínez, L. (2017). Conocimiento profesional del profesor de ciencias al abordar cuestiones sociocientíficas: un estudio de caso de un grupo de investigación en la interacción universidad-escuela. Enseñanza de las Ciencias (extr.), 2931. https://raco.cat/index.php/Ensenanza/article/view/336975
Roehrig, G. (2023). Research on teacher professional development programs in science. En Lederman, N. G., Zeidler, D. L. y Lederman, J. S. (eds.), Handbook of Research on Science Education (vol. III, 1 ed.). Routledge. https://doi.org/10.4324/9780367855758-43
Sadler, T. D. (2009). Socioscientific issues in science education: labels, reasoning, and transfer. Cultural Studies of Science Education, 4, 697-703. https://doi.org/10.1007/s11422-008-9133-x
Samaras, A. P. y Fox, R. K. (2013). Capturing the process of critical reflective teaching practices through e-portfolios. Professional Development in Education, 39(1), 23-41. https://doi.org/10.1080/19415257.2012.682318
Sims, S. y Fletcher-Wood, H. (2021). Identifying the characteristics of effective teacher professional development: a critical review. School Effectiveness and School Improvement, 32(1), 47-63. https://doi.org/10.1080/09243453.2020.1772841
Tran, L. T. y Pasura, R. (2021). The nature of teacher professional development in Australian international vocational education. Journal of Further and Higher Education, 45(1), 16-29. https://doi.org/10.1080/0309877X.2019.1702153
Uus, Õ., Mettis, K. y Väljataga, T. (2022). Self-directed learning: A case-study of school students scientific knowledge construction outdoors. Cogent Education, 9(1), 2074342. https://doi.org/10.1080/2331186X.2022.2074342
Vaillant, D. y Manso, J. (2013). Políticas docentes en América Latina: tendencias y desafíos. UNESCO / IIPE.
Van Driel, J. H., Meirink, J. A., Van Veen, K. y Zwart, R. C. (2012). Current trends and missing links in studies on teacher professional development in science education: a review of design features and quality of research. Studies in Science Education, 48(2), 129-160. https://doi.org/10.1080/03057267.2012.738020
Wilson, L. (2009). Pupil participation: comments from a case study. Health Education, 109(1), 86-102. https://doi.org/10.1108/09654280910923390
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2026 Claudia Naranjo Zuluaga, Danny J. Lorduy, Elías Amórtegui-Cedeño, Eduardo Ravanal-Moreno
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
1. Proposta de Política para Periódicos de Acesso Livre
Autores que publicam nesta revista concordam com os seguintes termos:
Esta revista e os seus artigos estão publicados com a licença Creative Commons Atribuição-NãoComercial-SemDerivações 4.0 Internacional (CC BY-NC-ND 4.0). Você tem o direito de compartilhar, copiar e redistribuir o material em qualquer suporte ou formato. Para que isto ocorra: você deve dar o crédito apropriado, prover um link para a licença e indicar se mudanças foram feitas; você não pode usar o material para fins comerciais; e, se você remixar, transformar ou criar a partir do material, você não pode distribuir o material modificado.
