Abstract

Teacher professional development has usually been analyzed from an instrumental approach, favoring the command of theoretical knowledge over the construction of practical knowledge that gives meaning to the teacher's profession. Based on this, the present article describes the meaning of teaching practical knowledge, its origin, characteristics, and methodological dimension, from current scientific research. The method considered a systematic literature review, using the WOS, SCOPUS, SCIELO and ERIC databases. Only 19 articles that met the internally defined inclusion criteria were selected. The results show that practical knowledge presents conceptual inaccuracies; practical knowledge is configured in professional experience, and it is characterized by being linked to educational context. In addition, it was found that a qualitative research approach prevails, and narratives predominate to stimulate the introspection of teachers. In addition, the prevalence of a qualitative approach to the investigative approach was found, with narratives being the most used resource to stimulate teacher introspection. Finally, it is necessary to agree on practical knowledge meaning, to favor exchange, validation, and assessment processes in educational and academic communities, and also to relieve the teacher as a builder -carrier of knowledge.