Desarrollo profesional docente: entre la proliferación conceptual y la escasa incidencia en la práctica de aula / Teacher professional development: between the conceptual proliferation and the low incidence in classroom practice

Denise Vaillant, Lourdes Cardozo-Gaibisso



El Desarrollo Profesional Docente es una de las principales preocupaciones de la agenda educativa internacional. Existe consenso en que los buenos docentes y su desarrollo profesional constituyen un insumo clave para lograr la calidad educativa, también existe acuerdo en que, alterar las políticas del sector es un proceso complejo y de largo plazo que requiere voluntad gubernamental, capacidad técnica, continuidad de las políticas y amplio apoyo social (Vaillant, 2016). El presente artículo revisa la mejor evidencia disponible sobre las intervenciones en materia de desarrollo profesional docente en el periodo 2000-2016.    Los resultados de la revisión de la literatura, muestran que el DPD es entendido teóricamente de manera similar en los escritos en cuanto a su relevancia para mejorar las practicas docentes. Sin embargo, los estudios evidencian también enorme diversidad en lo que respecta a la duración, el contenido y las modalidades de DPD. Sabemos mucho sobre qué hacer o por qué hacer, pero bastante menos sobre cómo hacer.


 Teacher professional development is today one of the major concerns of the international education agenda. There is consensus that good teachers and their professional development are a key input to achieve quality education. There is also agreement that to alter educational policies is a complex and long-term process that requires governmental will, technical capacity, continuity, and broad social support (Vaillant, 2016). This article reviews the best available evidence on interventions in the field of teacher professional development during the period of 2000-2016. The literature review showed 384 documents, which enabled to build a substantial body of knowledge that could be useful to design and carry out interventions in the field of teacher professional development. Then an in-depth analysis of research articles and books followed. 


Palabras clave / Keywords

desarrollo profesional docente; prácticas de aula; políticas educativas; sostenibilidad y cambio en educación / teacher professional development; classroom practices; educational policies; sustainability; educational change

Texto completo:



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