Formación inicial docente: estado del arte sobre teoría-práctica y construcción de competencias profesionales
Resumen
Este artículo presenta un estado del arte sobre la formación inicial docente, con énfasis en la relación teoría-práctica y el desarrollo de competencias requeridas para el ejercicio profesional. Se desarrolló una investigación cualitativa de carácter documental a partir del análisis de 74 artículos publicados entre 2020 y 2025, indexados en Scopus y ScienceDirect. La información fue sistematizada mediante una Matriz de Resumen Analítico de Investigación (RAI) y analizada mediante análisis temático e interpretación hermenéutica. Los resultados se organizaron en cinco dimensiones: la dialéctica teoría-práctica y el tercer espacio; la mentoría, tutoría y modelación cognitiva; las tecnologías de innovación y los simuladores; las competencias socioemocionales y el bienestar docente; y la competencia digital crítica. La literatura evidencia un desplazamiento desde modelos centrados en la aplicación de conocimientos hacia perspectivas que conciben la formación docente como un proceso situado, colaborativo y de construcción compartida del conocimiento profesional. Se identifica la necesidad de fortalecer la articulación universidad-escuela, la mentoría como modelación explícita, el bienestar como dimensión estructural y el desarrollo de competencias digitales desde una perspectiva crítica. Se concluye que la formación inicial docente requiere superar la separación entre teoría y práctica y avanzar hacia un ecosistema formativo basado en la corresponsabilidad institucional.
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Derechos de autor 2026 Linda Luz Lee , Alejandra Dalila Rico Molano
Esta obra está bajo licencia internacional Creative Commons Reconocimiento 4.0.
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