RT Journal Article T1 Formación para el desarrollo profesional docente en escuelas: revisión sistemática T2 Training for teacher professional development in schools: systematic review A1 Camilli Trujillo, Celia Rosa A1 Serrano Díaz, Sara A1 Pastor Gil, Lorena A1 Ayma González, Luis AB Los retos educativos del siglo XXI exigen una formación para el desarrollo profesional (DP) que atienda a las demandas de los estudiantes, avances en el conocimiento de la materia y el desarrollo de competencias para una enseñanza de calidad. El objetivo del estudio es realizar una revisión sistemática de artículos científicos para analizar la formación que reciben docentes en ejercicio de educación primaria, secundaria y bachillerato para su DP, qué caracteriza a esos modelos de formación y cuál ha sido su impacto. Las bases de datos consultadas fueron SCOPUS, Web of Science, Education Resources Information Center y Dialnet. De 586 documentos encontrados finalmente 68 cumplieron con los criterios de inclusión. Las variables extrínsecas (año de publicación y procedencia de los autores) y metodológicas (muestra y método de investigación empleado) se analizaron con estadística descriptiva (frecuencias y porcentajes) y las variables sustantivas (en qué se forman los docentes, características de los modelos de formación recibida e impacto) a través de un análisis temático cualitativo. La formación se ha incrementado entre 2019-2021 debido a la pandemia COVID-19, los docentes de primaria son los que mayor formación han recibido, predomina la formación en competencias digitales y para la atención a la diversidad siendo el modelo de formación colaborativo el más trabajado. El impacto de la formación en el DP es variado y no siempre se valora por las escuelas como suficiente o adecuado. Entre los factores que disminuyen la calidad de la formación se encuentran: dificultades en la planificación del programa, incompatibilidad con el calendario laboral, carga de trabajo y falta de motivación. Se insta a una formación sistémica, dinámica y multifacética en donde participen grupos interconectados de profesores, administradores y directivos. AB The educational challenges of the 21st century require training for professional development (PD) that meets the demands of students, advances in knowledge of the subject and the development of skills for quality teaching. The objective of the study is to carry out a systematic review of scientific articles to analyze the training received by practicing teachers of primary, secondary and high school for their PD, what characterizes these training models and what their impact has been. The databases consulted were SCOPUS, Web of Science, Education Resources Information Center and Dialnet. Of the 586 documents finally foun 68 met the inclusion criteria. The extrinsic (year of publication and origin of the authors) and methodological variables (sample and research method used) were analyzed with descriptive statistics (frequencies and percentages) and the substantive variables (what teachers are trained in, characteristics of the training received and impact) through a qualitative thematic analysis. Training increased between 2019-2021 due to the COVID-19 pandemic, primary school teachers are those that have received the most training, training in digital skills and attention to diversity is dominant, the collaborative training model being the most favored. The impact of training in PD is varied and is not always valued by schools as sufficient or adequate. The factors that reduce the quality of training include: difficulties in planning the program, incompatibility with the work schedule, the workload and a lack of motivation. The study aims to contribute to evidence-based decision-making for the PD of practicing schoolteachers. What is urgently needed is a systemic and multifaceted training with the participation of interconnected groups of teachers, administrators and managers.Keywords: professional development, training, systematic review, basic edu-cation, obligatory education. PB Ministerio de Educación, Formación Profesional y Deportes SN 0034-8082 YR 2024 FD 2024-10 LK https://hdl.handle.net/20.500.14352/109845 UL https://hdl.handle.net/20.500.14352/109845 LA spa NO Camilli Trujillo, C., Gil Pastor, L., Serrano Díaz, S., & Aymá González, L. (2024). Formación para el desarrollo profesional docente en escuelas: revisión sistemática. Revista De Educación, 1(406), 203–231. https://doi.org/10.4438/1988-592X-RE-2024-406-643 NO Esta investigación se ha llevado a cabo en el Grupo de Pedagogía Adaptativa 940424 dentro de proyecto PROFICIENCyIn +EDU, RTI2018-096761-B-I00. 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