This paper presents a content analytic approach to research related to in-service science teachers’ professional development. The research under consideration was published in four international science education journals and three international conference proceedings specialized in science education from 2012 through 2016. A total of 204 articles (44 published in journals and 160 published in conference proceedings) were examined to identify the fields of concentration within continuous professional development (CPD) programmes, which are; focus of professional development, Types of Professional development, research purposes, research tools, Types of the data, the context of the in-service CPD programmes. The result indicated that there is increasing emphasis on pedagogical content knowledge (PCK), inquiry, problem-solving and thinking. Most of the journals and conferences provide CPD as in-school and long-term training programmes subject to systematic evaluation.

中文翻译：

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2012-2016年在职科学教师专业发展研究趋势

本文提出了一种与在职科学教师专业发展相关的研究的内容分析方法。从 2012 年到 2016 年，正在考虑的研究发表在四份国际科学教育期刊和三份专门从事科学教育的国际会议论文集上。 总共审查了 204 篇文章（44 篇发表在期刊上，160 篇发表在会议论文集中）以确定专注于持续专业发展 (CPD) 计划，即；专业发展的重点、专业发展的类型、研究目的、研究工具、数据类型、在职 CPD 计划的背景。结果表明，人们越来越重视教学内容知识（PCK）、探究、解决问题和思考。