Resumo

VASCONCELOS, Clenya Ruth Alves  e  XIMENES-ROCHA, Solange Helena. State of knowledge: collaborative communities of teacher learning in the period from 2016 to 2021. Rev. Educ. Questão [online]. 2022, vol.60, n.66, e30820.  Epub 18-Abr-2023. ISSN 1981-1802.  https://doi.org/10.21680/1981-1802.2022v60n66id30820.

In this bibliographic work, of the "state of the knowledge " type, we propose to analyze what reveals the mapping of academic productions on collaborative communities of teacher learning in teacher training in the period from 2016 to 2021. The investigation choose 25 researches (16 dissertations and 9 theses). We used the descriptors “Teacher Professional Development in Collaborative Groups” and “Teacher Professional Development in Collaborative Communities” as a research source in the Capes (Higher Education Personnel Improvement Coordination) database and the Brazilian Library of Theses and Dissertations. As a result, we observed that collaborative communities qualify teacher education. As a new problem to be investigated, the dimension of initial training of teacher education courses within these communities emerges. Most studies in the area focus on the continuing education of teacher. The main challenge faced by many researchers in the field is instituting an investigative posture in the collaborative teacher learning communities.

Palavras-chave : Teacher professional development; Collaborative groups; Teacher education; State of knowledge..

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