Teacher Education, Research, and Human Rights: A Systematic Literature Review Unveiling Participation as a Transformative Principle of Education

Abstract

This article aims to conduct a Systematic Literature Review (SLR) on the use of participatory research methodologies in teacher education, its relationship with education and human rights, gathering the main trends and gaps in the academic literature from the past ten years, thereby contributing to the debate on reflective and emancipatory pedagogical practices. The guiding question of the SLR is based on the assumption that participatory research strengthens teachers' professionalism and professional identity, promoting a training model grounded in critical reflection, inclusion, and social justice. The chosen methodological strategy followed the procedures outlined in the PRISMA protocol (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) for a Systematic Literature Review, according to the guidelines established by Moher et al. (2009) and updated by Page et al. (2021), aiming to ensure rigor, transparency, and reproducibility in conducting the research. The internationally recognized databases used for this review include Scopus, Web of Science, ERIC, SciELO, and Google Scholar.