摘要：The design-based research methodology has been gaining significance, in recent years, in the field of educational research. Several authors have pointed out the potential of this methodology to support the development of research processes with strong practical applicability. Its iterative nature allows researchers to organize their studies into iterative research cycles that allow them to improve products, processes, and test new resources and educational approaches. This study aimed to develop knowledge about how this methodology has been used in K-12 educational settings and in initial and continuing teacher education. Thus, a systematic literature review was carried out based on 163 selected papers, published between 2013 and 2020 and gathered from SCOPUS and ISI Web of Science Databases. The results highlighted the characterization data of DBR studies, the research contexts and settings, the DBR approaches, and the contribution for the educational field.
