摘要：Historically teacher education constituted an important object of study and actions in the field of Science education. Between these actions, the professional masters (PM) in Science education represent one of the most challenging and broader movements in teacher training up to this moment. However, the literature in the field is still rare and dispersed. Considering the complexity of this project and its singularity as a case of teacher training, due to its standard orientations, its large volume of people and institutions involved, it is important and necessary to produce a wider view of this initiative that has a history of 15 years and was characterized by many disagreements and changes. One of the possibilities to produce this wider view is through a state of art that organize and analyse the actual production in this field. In order to monitor these contributions we conducted a study such as “State of Art” based on the meta analysis guidance, thus, though a critical analysis we faced the challenge to discuss the scientific production on this theme. Therefore, we searched in all journals of education and science education, evaluated as A1 to B4 at Qualis/Capes published from 2000 to 2015, for articles published on this theme and selected 26 to analyse. Based on the empirical analysis of this corpus two categories were defined a-posteriori, representing the main themes whereupon the articles aimed to contribute: the wider nature of PM courses – structure, specificity and efectivity; and the Professional Master in Science Teaching (PMST) and the professional development. The first category allowed us to identify the characteristics of the PM courses based on their curricular structure, faculty and educational projects. We highlight the fact that, since its creation, the PMST carry controversies about its singular characteristics. The opposition between its goals and the academic master in science teaching are constantly being used to find elements of distinction that allow the PMST to have its own identity. The second category was organized in order to join the articles that were focused on the possible contributions of the PM courses to the teacher education in science. The meta analysis of these contributions was developed based on an analysis scheme constructed by the authors that establish eight dimensions to characterize the teacher professional development: scientific knowledge update; pedagogical knowledge update; educational organization and leading; student’s learning support; participation in the school management; investigation of its own practice; planning the professional career; and participation in social responsibility. Despite the controversies presented in the first category, all the articles joined in the second category consider that the PMST represent educational spaces with potential to promote the professional development of teachers in different dimensions of their career.
关键词：Professional Master;Professional Teacher Development;State of Art;Meta-analysis;Mestrado Profissional;Desenvolvimento profissional;Estado da arte;Meta-análise
