Panorama investigativo sobre desarrollo profesional docente y prácticas de campo sociocientíficas

Claudia Naranjo Zuluaga; Danny J. Lorduy; Elías Amórtegui-Cedeño; Eduardo Ravanal-Moreno

doi:10.5294/edu.2026.29.2.3

Autores/as

Claudia Naranjo Zuluaga Autor/a University of Córdoba
Danny J. Lorduy Autor/a University of Córdoba https://orcid.org/0000-0001-8355-6669
Elías Amórtegui-Cedeño Autor/a Universidad Surcolombiana https://orcid.org/0000-0001-9179-1503
Eduardo Ravanal-Moreno Autor/a Universidad Santo Tomás https://orcid.org/0000-0003-1731-5220

DOI:

https://doi.org/10.5294/edu.2026.29.2.3

Palabras clave:

Enseñanza de las ciencias, desarrollo profesional docente, prácticas de campo, perspectiva sociocientífica, revisión sistemática

Resumen

El desarrollo profesional docente (DPD) es considerado un eje central de algunas reformas educativas y hay consenso sobre el valor de su aplicabilidad en términos de formación docente (FD). La presente revisión utilizó protocolos de metaanálisis prisma en diferentes fuentes de datos internacionales del último veintenio. El propósito fue analizar el estado actual de la literatura sobre DPD y su posible relación sinérgica con las prácticas de campo (PCa) en perspectiva sociocientífica (PSC). Los resultados permiten apreciar tendencias investigativas, contrastes y enfoques del DPD principalmente para los países como EE. UU., Reino Unido y Australia, donde convergen visiones de DPD, pero con limitantes como la sostenibilidad temporal, relevancia procedimental y de acción reflexiva en la FD. Por lo tanto, un programa de desarrollo profesional docente sociocientífico (PDP-CSC), como nueva forma de hacer genuino el DPD en sinergia con PCa, permitiría fortalecer la profesionalización docente de manera crítica y reflexiva, teniendo la PSC como punto de anclaje, hecho que confiere valor y significancia a un marco diferencial de un nuevo enfoque para el DPD genuino y reflexivo.

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Citas

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