CONTINUING EDUCATION OF SCIENCE TEACHERS FOR ENVIRONMENTAL EDUCATION: A SYSTEMATIC REVIEW OF THE LITERATURE

Abstract

This paper presents a systematic literature review on continuing education of Science teachers for Environmental Education (EE), focusing on empirical studies published between 2021 and 2026 that investigated basic education teachers through interviews, questionnaires, or equivalent instruments. The search was guided by SciELO, Scopus, and Redalyc, using predefined inclusion criteria and recording identification, screening, eligibility, and synthesis stages. Recent literature indicates that continuing education is more likely to strengthen EE when it is connected to real school practices, teacher knowledge, territorial contextualization, interdisciplinarity, and critical reflection. Conversely, isolated and decontextualized actions focused only on content transmission have limited potential to change pedagogical practices. The review also shows that studies based on interviews and questionnaires are relevant for identifying teachers' training needs, environmental conceptions, implementation barriers, and relationships between training and practice. The paper proposes a training agenda based on continuous, collaborative, investigative, and contextualized processes. Tables, an extraction matrix, a methodological flowchart, and descriptive graphs are included.