THE ROLE OF EXPERIENCE IN LEARNING TEACHING PROFESSION: A SYSTEMATIC LITERATURE REVIEW

Learning Transfer in Initial Teacher Education: A Systematic Review of Evidence and Key Factors

The effect of inquiry-based learning compared with traditional instruction on the learning outcomes of pre-service biology teachers: a systematic review

The objective of the systematic review was to compare the impact of inquiry-based learning (IBL) compared with traditional teaching on learning outcomes for pre-service biology teachers (PBTs). Previous research within science education has demonstrated that learners have a much stronger understanding and investigative abilities as a result of being actively engaged in authentic scientific practices, such as developing hypotheses, designing experiments, interpreting data, and using evidence-based reasoning, instead of passively receiving information. In developing PBTs, it is critical that these individuals develop IBL not only as a process of learning for themselves but also as an approach in their future classrooms as educators. In addition to this increasing body of empirical literature, there has been no systematic synthesis examining the differences between IBL and traditional teaching specifically related to this population with respect to the types of outcomes and formats for inquiry used. Using PRISMA guidelines, the systematic review was registered on the Open Science Framework prior to commencing data collection and included searches conducted across Scopus, Web of Science, ScienceDirect, Google Scholar, and ERIC between 2020 and 2026, supplemented by hand-searching of two high-impact journals (Teaching and Teacher Education; International Journal of Science Education), which yielded the identification of 17 eligible empirical studies for inclusion in the review. Methodological quality was appraised using the Mixed Methods Appraisal Tool (MMAT), and inter-rater reliability indicated almost perfect agreement (Cohen's κ = 0.852; 91.6% overall agreement). Overall, the included studies reported that IBL was associated with positive learning outcomes across several domains, including scientific process skills, research competence, conceptual understanding, environmental literacy, and self-efficacy for teaching. Direct comparative evidence from studies with active comparator or control groups suggested that IBL may offer advantages over traditional, confirmatory, or lecture-based instruction particularly for scientific process skills, research-related competencies, critical analysis skills, creativity, active participation, and academic achievement. In addition, guided inquiry tended to provide more consistent improvements in foundational level competencies while open inquiry provided stronger evidence of autonomous reasoning and higher-order skills when the conditions under which they are implemented were appropriate. In conclusion, inquiry-based instruction appeared to support a more comprehensive range of learning outcomes compared with traditional instruction, however, there were still challenges with the implementation of either format. Moreover, there was a notable difference between being an IBL learner versus being prepared to be an IBL teacher, which suggests that teacher education curriculum must specifically include explicit preparation in IBL pedagogy. https://osf.io/j2pmd/overview?view_only=023f5b4e8e344a52ba95ea6d9f794810 , identifier: 6ys83.

CONTINUING TEACHER EDUCATION: AN INTEGRATIVE REVIEW OF THE JOURNAL EDUCAÇÃO EM REVISTA

Abstract: This article presents an integrative review with the objective of mapping and analyzing studies published between 2020 and 2024 in the journal Educação em Revista on continuing teacher education in different educational contexts in Brazil. The following question guided the research: How does continuing education contribute to the professional performance of teachers? Based on the analysis of eight selected articles, it was identified that continuing education has played a relevant role in qualifying pedagogical practices, strengthening professional identity, and promoting inclusion. The studies reveal that teachers have sought to actively participate in training processes, especially those that consider school contexts and the specificities of teaching practice. However, challenges persist related to the institutional structure, the articulation between theory and practice and the effective application of acquired knowledge. It is concluded that continuing education, when developed in a critical, collaborative and contextualized way, can contribute significantly to the transformation of educational practice.

APPLICATION OF CONSTRUCTIVIST LEARNING THEORY IN THE IMPLEMENTATION OF COMPETENCY-BASED CURRICULUM: A CONCEPTUAL REVIEW

The competency-based education (CBE) trend is one of the biggest changes that have taken place in the education systems across the world, where developing hands-on skills, critical thinking, and life problem-solving abilities are the focuses. Constructivist learning theory offers a good theoretical basis of this change as it encourages active and learner-focused methods of knowledge-building. In this paper, the author of this paper explores the idea of the constructivist learning theory on the implementation of CBE, with specific reference to the empirical findings that have been conducted in Nigeria and other developing nations. The study presents theoretical background, pedagogical practice, conceptual correlations, and implementation issues using a systematic review. Results show that constructivist practices have a great impact on developing competency, academic success and involvement of learners. Nevertheless, the implementation is hampered by issues like the lack of training of teachers, the lack of instructional materials and the complexity of assessments. The paper suggests a conceptual model of association between constructivist practices and competency development and provides policy, research, and practice recommendations.

The Urgency of Educational Philosophy in Designing Meaningful Learning in Primary Schools

Educational philosophy plays a crucial role in shaping the aims, processes, and quality of learning, particularly at the primary education level, which forms the foundation of students’ holistic development. However, previous studies indicate a persistent gap between philosophical discourse and its practical application in classroom learning. This study aims to examine the urgency of educational philosophy as a foundation for designing meaningful learning in primary education. Using a qualitative literature review approach, this study analyzes selected empirical and theoretical studies related to constructivism, humanism, and progressivism in primary school learning contexts.The findings reveal that these philosophical perspectives contribute significantly to the development of student-centered, contextual, and reflective learning designs. Constructivism supports active knowledge construction, humanism emphasizes emotional well-being and personal development, while progressivism promotes experiential and problem-based learning connected to real-life contexts. The analysis further shows that the integration of these philosophical principles aligns with the implementation of the Merdeka Curriculum, particularly in promoting differentiated instruction, project-based learning, and the development of the Pancasila Student Profile. However, the literature also indicates that limited philosophical literacy among teachers often results in procedural and administrative-oriented teaching practices. This study concludes that strengthening teachers’ understanding of educational philosophy is essential to ensure the effective design of meaningful learning in primary education. By grounding instructional practices in philosophical reflection, educational processes can move beyond administrative compliance toward more holistic and transformative learning experiences.

Modern Teacher Profile: A Conceptual Analysis of Competencies, Challenges, and Development Strategies in 21st Century Education

Background: The educational transformation of the 21st century has shifted the role of teachers from mere transmitters of knowledge to facilitators of learning, character mentors, learning leaders, and agents of change. This shift demands a comprehensive conceptual understanding of the profile of modern teachers. Objective: This study aims to analyze the profile of modern teachers from an educational perspective by synthesizing the scientific literature. Method: This study used a qualitative approach, applying Qualitative Content Analysis to relevant scientific articles, books, regulations, and academic documents. The analysis was conducted through a process of coding, categorization, and thematic synthesis. Results: The study identified four major themes: the conceptual reconstruction of the teacher role, teacher characteristics and competencies, 21st-century educational challenges, and professional development strategies. The findings show that the profile of modern teachers is shaped by the integration of pedagogical, professional, social, personal, and leadership competencies, as well as 21st-century skills, specifically digital literacy, communication, creativity, collaboration, and adaptability. Conclusion: Teacher professionalism requires holistic, sustainable development to effectively respond to educational dynamics and meet the demands of 21st-century learning. Contribution: This study offers a conceptual framework that integrates various dimensions of the teacher profile as a foundation for policy development, teacher competency improvement programs, and future empirical research.