Systematic mapping of the literature on online in-service teacher education
Abstract
Online continuing teacher education (FeLD) is a modality that has been gradually gaining acceptance internationally in this century. In order to recognize what research has contributed to quality online teacher education, this study aimed to characterize the academic production published in the period from 2010 to 2020 on online teacher education, through the systematic literature mapping method. The study was developed in six steps, organized in three phases: (phase 1) design and selection of the works included in the mapping, (phase 2) preparation and organization of meta- data, and (phase 3) content analysis. Twenty-two scientific articles were included in the mapping. The publication trend is presented according to time, language, geographic location and journals; the names applied to FeLD, the objects of study, research methodologies, types of training programs and the characteristics of quality online training identified in each study were also analyzed. The con- clusion reached is that the results are useful for making decisions as to what needs to be researched and how to do it. This will allow further educational research to confirm whether the online environ- ment is a tool with the expected potential for professional teacher development.
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