Evaluation of continuous teacher training focused on student learning

Reviews and proposals

Abstract

Continuous teacher training is essential for improving pedagogical practices and, consequently, student learning. However, few studies directly investigate the impact of such training on student performance. The main issue addressed in this article is how to effectively assess the impact of continuous teacher training on student learning, considering the various factors that influence the educational process. The methodology used was an integrative systematic review based on the PRISMA model, analyzing 14 studies on continuous training and its effects. The analysis identified that mixed methodologies, combining theory and practice, promoting collaboration among teachers, and using quantitative data (such as IDEB and SPAECE), are the most effective. As a result, a structured continuous training framework was proposed, with clear steps to assess its impact on student learning. The proposal includes continuous monitoring and the use of external evaluations, offering a methodological pathway to improve both pedagogical practice and academic outcomes.