Systematic analysis of postgraduate teacher training

Abstract

This study conducts a systematic analysis of postgraduate teacher training, which has gained significant importance in education.  Obtaining a postgraduate degree is now considered essential, as it enriches professional practice, improves employment opportunities, and strengthens pedagogical and methodological skills. A review of the Scopus database identified 1,851 documents. After applying filters for publication year, open access, and language, 62 relevant articles published between 2015 and 2025 were selected. The methodological approach adopted a socio-critical paradigm, with a qualitative and ethnographic design, based on theoretical methods (document review and analysis-synthesis). The results show an evolution in scientific production, with an initial period of instability between 2015 and 2020, followed by steady growth since 2021. The increase in 2023 reflects renewed interest in the topic, which aligns with the international trend of strengthening research in education and postgraduate training in recent years. The analysis concludes that, although research on postgraduate teacher training has progressed, gaps persist globally. While this is a current and highly relevant topic, and having teachers with postgraduate qualifications is beneficial for institutions, very little research is being conducted on this area. Therefore, the need is highlighted for further research into other categories or variables related to the knowledge and skills acquired by teachers with postgraduate degrees, and the sustainable development of the institutions where they work.