Teacher professional development and its relationship with reflective practice and practical knowledge: a systematic literature review

Abstract

Teacher Professional Development (TPD) is informed by teachers’ professional experiences, which foster the generation of practical knowledge, as such knowledge emerges from reflection on one’s own experience. The objective of this systematic review is to analyze the meaning and implications of TPD and its relationship with reflective practice and practical knowledge, taking into account methodological aspects of recent research. The findings show that TPD is understood in diverse ways and as a continuous process. Furthermore, implications for teaching are identified, as well as its relationship with reflective practice and practical knowledge, highlighting the interconnectedness between these elements. The review concludes that no explicit relationship among the three constructs is established in the literature and that a technical–instrumental approach predominates in their conceptualization. It is therefore suggested that future studies adopt a sociocritical methodological perspective that incorporates criteria of equity and educational justice.