Research skills as a catalyst for teacher professional development: A systematic review
DOI:
https://doi.org/10.5281/zenodo.17239599Keywords:
teacher professional development, research skills, pedagogical innovationAbstract
This systematic review aimed to analyze the impact of research skills on teachers' professional development and their ability to transform educational practice. To this end, a comprehensive search was conducted in the databases Scopus, Web of Science, ERIC, and SciELO, including publications in English, Spanish, and Portuguese from 2020 to 2025, following the PRISMA guidelines. Of a total of 1,275 records, 25 studies were selected that met the quality and relevance criteria. The analysis showed that skills such as formulating contextualized research questions, applying data collection and analysis methods, critical thinking with an ethical perspective, systematic reflection, and dissemination of research findings act as essential drivers for teachers' professional growth. These skills strengthen self-regulation and self-efficacy, foster a culture of pedagogical innovation, and promote the creation of sustainable professional learning communities. Furthermore, their incorporation facilitates curriculum changes, enhances professional confidence, and promotes the adoption of active learning methodologies, although challenges related to digital literacy and equitable access to resources persist. In conclusion, it is essential to develop policies and training programs that systematically integrate these competencies, ensuring conditions for their sustained implementation over time, and thus contributing to comprehensive educational transformation.
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