Ediciones Clío
Published July 26, 2025 | Version v1
Journal article Open

Políticas de capacitación docente como eje de mejora educativa en sistemas públicos. Un enfoque comparativo internacional

Creators

  • 1. Universidad Cesar Vallejo. Lima, Perú

Description

El estudio realiza una revisión sistemática sobre políticas de capacitación docente en sistemas educativos públicos, con el propósito de identificar sus componentes clave, diferencias contextuales y efectos sobre la equidad e inclusión. Se empleó el protocolo PRISMA para seleccionar artículos publicados entre 2020 y 2024 en bases de datos como Scopus, Web of Science, ScienceDirect y ProQuest. De 1546 registros iniciales, se incluyeron 15 estudios que cumplían con criterios metodológicos y temáticos. Los resultados revelan que las políticas más eficaces integran formación continua, apoyo pedagógico, tecnologías inclusivas y evaluación docente contextualizada. No obstante, persisten brechas entre zonas urbanas y rurales, asociadas a recursos, conectividad y planificación. Se concluye que las políticas deben ser sostenibles, adaptativas y diseñadas con enfoque territorial para garantizar calidad e inclusión educativa.

Files

articulo 4_(1-2026)_delgado.pdf

Files (1.4 MB)

Name Size Download all
md5:1399352832abb9a06de08924905093c3
1.4 MB Preview Download

Additional details

References

  • Abdulayeva, A. B. (2024). Rapid foresight: Information technologies in Physics lessons. Journal of Physics: Conference Series (Vol. 2871, Issue 1). Institute of Physics. https://doi.org/10.1088/1742-6596/2871/1/012012
  • Ablanedo-Rosasa, J. H., Blevins, R. C., Gao, H., Teng, W. Y., & White, J. (2011). The impact of occupational stress on academic and administrative staff, and on students: An empirical case analysis. Journal of Higher Education Policy and Management, 33(5), 553–564. https://doi.org/10.1080/1360080X.2011.605255
  • Acharya, B., Kharel, K. R., Upadhyaya, Y. M., & Kharel, S. (2024). A critical appraisal of education policy practices ensuring free and compulsory school education: Insights from Nepal. International Journal of Education and Practice, 12(2), 146 – 162. https://doi.org/10.18488/61.v12i2.3629
  • Ahmad, B. (2023). Teacher Education Through Distance and Online Learning. In Teaching and Teacher Education in India: Perspectives, Concerns and Trends. Springer Nature. https://doi.org/10.1007/978-981-99-4985-4_18
  • Ali, J. A., Golga, D. N., Abdi, M. K., Ali, T. A., Cumar, M. A., Ali, N., & Muse, A. H. (2025). Advancing early childhood education policy: a transformative case study in Hargeisa, Somaliland—insights from preprimary education development. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2024.2442189
  • Amhag, L., Hellström, L., & Stigmar, M. (2019). Teacher educators' use of digital tools and needs for digital competence in higher education. Journal of Digital Learning in Teacher Education, 35(4), 203–220. https://doi.org/10.1080/21532974.2019.1646169
  • Andrade, C. F., Siguenza, J. P., & Chitacapa, J. P. (2020). Capacitación docente y educación superior: propuesta de un modelo sistémico desde Ecuador. Revista ESPACIOS, 41(33).
  • Beatty, J., Hill, P., & Spengler, M. (2024). Sense of purpose and social-emotional-behavioral skills during university. Personality and Individual Differences, 233(March 2024), 1–8. https://doi.org/10.1016/j.paid.2024.112870
  • Bentri, A., & Hidayati, A. (2023). Improving Digital Pedagogy Competence Through In- Service Training for Elementary School Teacher. Journal of Physics: Conference Series, 2582(1), 012064. https://doi.org/10.1088/1742-6596/2582/1/012064
  • Bernilla, E. (2024). Docentes ante la inteligencia artificial en una universidad pública del norte del Perú. Educación, 33(64), 8–28. https://doi.org/10.18800/educacion.202401.M001
  • Carroll-Meehan, C. (2021). Early Childhood Teachers and Teaching in the UK. In International Perspectives on Early Childhood Teacher Education in the 21st Century. Springer Nature. https://doi.org/10.1007/978-981-16-5739-9_14
  • Chen, D. (2025). Technologies of Knowledge in the Service of Education: Disaster or Solution? Leadership and Policy in Schools, 24(1), 200 – 209. https://doi.org/10.1080/15700763.2024.2331029
  • Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014). Measuring the impacts of teachers II: Teacher value-added and student outcomes in adulthood. American Economic Review, 104(9), 2633 – 2679. https://doi.org/10.1257/aer.104.9.2633
  • Cruz, L., Matos, E. C., & Marriott, H. M. (2021). La meta enseñanza-aprendizaje del idioma inglés con fines didácticos. Frontiers in Neuroscience, 14(1), 1–13. https://doi.org/10.46377/dilemas.v8i3.2640
  • Darling-Hammond, L., & Lieberman, A. (2013). Teacher Education Around the World: Changing Policies and Practices. In Teacher Education Around the World: Changing Policies and Practices. Taylor and Francis. https://doi.org/10.4324/9780203817551
  • Evans, D. K., & Mendez Acosta, A. (2023). How to recruit teachers for hard-to-staff schools: A systematic review of evidence from low- and middle-income countries. Economics of Education Review, 95. https://doi.org/10.1016/j.econedurev.2023.102430
  • Faudiah, N., Fadhilah, F., Fitriana, F., & Dewi, R. (2023). The Impact of Training and Development on Teacher Performance. Nidhomul Haq : Jurnal Manajemen Pendidikan Islam, 8(3), 454–467. https://doi.org/10.31538/ndh.v8i3.4361
  • Fjortoft, H. (2025). The Role of Alignment in Teacher Leaders' System Improvement Work. In Understanding Teacher Leadership in Educational Change: An International Perspective. Taylor and Francis. https://doi.org/10.4324/9781032712574-8
  • García, V. M., Méndez, V. G., & Chacón, J. P. (2023). Training and digital competence of secondary education teachers in Spain. Texto Livre, 16. https://doi.org/10.1590/1983-3652.2023.44851
  • Genç, G., & Kırmızıbayrak, Ö. (2024). Enhancing pre-service English as a foreign language teachers' self-efficacious belief in the use of Web 2.0 tools. Journal of Education and Learning, 19(1), 210–220. https://doi.org/10.11591/edulearn.v19i1.21639
  • González, F., & González, S. (2024). Importancia de la Inteligencia Artificial en la Formación de Docentes en Escuelas Normalistas en México. Ciencia Latina Revista Científica Multidisciplinar, 7(6), 8610–8623. https://doi.org/10.37811/cl_rcm.v7i6.9488
  • Good, A. G., Fox Barocas, S., Chávez-Moreno, L. C., Feldman, R., & Canela, C. (2017). A Seat at the Table: How the Work of Teaching Impacts Teachers as Policy Agents. Peabody Journal of Education, 92(4), 505 – 520. https://doi.org/10.1080/0161956X.2017.1349490
  • Himonides, E. (2017). Educators' roles and professional development. In The Oxford Handbook of Technology and Music Education. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199372133.001.0001
  • Huang, Y., Nalipay, M. J. N., & Wang, H. (2024). Profiles of occupational well-being among Chinese teachers: Associations with basic psychological needs satisfaction and teaching quality. Teaching and Teacher Education, 139(September 2023), 104461. https://doi.org/10.1016/j.tate.2023.104461
  • Hui, W., Hung, C., & Chun, Y. (2023). Exploring the Predictors of Teacher Well-Being: An Analysis of Teacher Training Preparedness, Autonomy, and Workload. Sustainability, 15(7), 21–34.
  • Idris, M. O. A., Omar, A. M., Mohamed, M. J., Hussein, A. A., & Mohamed, M. M. O. (2025). Impact of pedagogical and curriculum policy implementation on quality education in Mogadishu, Somalia. International Journal of Advanced and Applied Sciences, 12(1), 87 – 96. https://doi.org/10.21833/ijaas.2025.01.008
  • Igwe, M., & Ligaya, M. (2024). Students' performance in English: effects of teachers' leadership behavior and students' motivation. Journal of Education and Learning, 19(1), 91–102. https://doi.org/10.11591/edulearn.v19i1.21680
  • Jaleel, S. (2023). Teacher Education in Some Developed Countries. In Teaching and Teacher Education in India: Perspectives, Concerns and Trends. Springer Nature. https://doi.org/10.1007/978-981-99-4985-4_4
  • Klar, H. W., D'Andrea, K. L., & Young, S. D. (2020). South Carolina, USA: Educational Authorities and the Schools: Conflict and Cooperation in South Carolina. Educational Governance Research, 13, 289 – 307. https://doi.org/10.1007/978-3-030-38759-4_16
  • Laundon, M., & Grant-Smith, D. (2023). Defining and Advancing a Systems Approach to Achieving Educator Wellbeing: An Integrative Review of Wellbeing in Higher Education. Student Success, 14(3), 104–119. https://doi.org/10.5204/ssj.3191
  • Lema, J., Proaño, H., Vázquez, G., & Tapia, T. (2023). La capacitación docente como apoyo para la gamificación en la asignatura de Lengua y Literatura. Revista VICTEC, 5(8), 1–20.
  • Livia, J., Merino, C., & Livia, R. (2022). Producción Científica en la Base de Datos Scopus de una Universidad Privada del Perú. Revista Digital de Investigación En Docencia Universitaria, 16(1), 1–14. https://doi.org/10.19083/10.19083/ridu.2022.1500
  • Lutz, P. K., Newman, David., & Zelenski, J. (2024). Belief in a just world and well-being: A daily diary perspective. Personality and Individual Differences, 233(October 2024), 112886. https://doi.org/10.1016/j.paid.2024.112886
  • Menter, I., Valeeva, R. A., & Prata-Linhares, M. (2024). Globalisation and Teacher Education in the BRICS Countries: The Positioning of Research and Practice in Comparative Perspective. In Globalisation and Teacher Education in the BRICS Countries: The Positioning of Research and Practice in Comparative Perspective. Taylor and Francis. https://doi.org/10.4324/9781003388173
  • Mercado-López, E. P. (2022). Conocimiento y uso de las tecnologías de información y comunicación en docentes de Educación Secundaria. Transdigital, 3(6), 1–22. https://doi.org/10.56162/transdigital149
  • Mokhlis, S., & Abdullah, A. (2024). The impact of teacher empowerment on schools' innovation climate. Journal of Education and Learning, 19(1), 322–329. https://doi.org/10.11591/edulearn.v19i1.21633
  • Mufidah, A., Yusuf, M., & Widyastono, H. (2024). The correlation between total quality management with teacher performance in special education. Journal of Education and Learning, 19(1), 416–421. https://doi.org/10.11591/edulearn.v19i1.21198
  • Narawaty, D., & Puspitasari, M. T. (2024). Integrating Jazz Chants Techniques in High School English Teacher Competency Training at English Teachers´ Learning Community, Tangerang Regency in 2023. Journal of Learning and Instructional Studies, 4(1), 44–61. https://doi.org/10.46637/jlis.v4i1.56
  • Ome, A., Menendez, A., & Elise Le, H. (2017). Improving teaching quality through training: Evidence from the Caucasus. Economics of Education Review, 61, 1 – 8. https://doi.org/10.1016/j.econedurev.2017.09.003
  • Saavedra, N. (2023). Competencia Digital y Desarrollo Profesional en Docentes de Ayacucho. Revista Docentes 2.0, 16(2), 281–288. https://doi.org/10.37843/rted.v16i2.415
  • Tabroni, I., Maryani, A. H., & Sari, R. P. (2022). Teacher Performance Improvement In Building Quality Education. Al-Abshar: Journal of Islamic Education Management, 1(1), 1–16. https://doi.org/10.58223/al-abshar.v1i1.6
  • Talib, S., Alias, B. S., Matore, M., & Abdullah, A. (2024). Empowering STEM education through the role of principals: a systematic literature review. Journal of Education and Learning, 19(1), 570–578. https://doi.org/10.11591/edulearn.v19i1.21889
  • Tambak, S., & Sukenti, D. (2024). Islamic professional madrasa teachers and motivation for continuous development: a phenomenological approach. Journal of Education and Learning, 19(1), 81–90. https://doi.org/10.11591/edulearn.v19i1.21301
  • Tamrin, A. G., Triyono, M., Saputro, I., Sucipto, T., & Asnur, L. (2024). Enhancing creative teaching behavior of vocational school teachers: structural equation modeling analysis. Journal of Education and Learning, 19(1), 221–231. https://doi.org/10.11591/edulearn.v19i1.21812
  • Valverde-Berrocoso, J., Fernández-Sánchez, M., Revuelta, F., & Sosa-Díaz, M. (2021). The educational integration of digital technologies preCovid-19: Lessons for teacher education. PLOS ONE, 16(8), 1–22. https://doi.org/10.1371/JOURNAL.PONE.0256283
  • Vieira, C. R., & Pedro, N. (2023). Weaknesses of ICT integration in the initial teacher education curriculum. Computers and Education Open, 5(1), 100150. https://doi.org/10.1016/j.caeo.2023.100150
  • Whippy, K. (2021). Early Childhood Teacher Education Programs in the Republic of the Marshall Islands. In International Perspectives on Early Childhood Teacher Education in the 21st Century. Springer Nature. https://doi.org/10.1007/978-981-16-5739-9_10
  • Wu, H., & Wang, H. (2024). Is being intrinsically motivated a mixed blessing? The differential effects of daily intrinsic motivation on employee functioning. Tourism Management, 107(178), 105073. https://doi.org/10.1016/j.tourman.2024.105073