Modelos de desarrollo profesional docente en la era digital: revisión sistemática y síntesis
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El desarrollo profesional docente (DPD) enfrenta una brecha crítica entre las capacidades tecnológicas emergentes y los modelos pedagógicos establecidos, mientras que la literatura fragmentada obstaculiza la innovación basada en evidencia. A pesar de investigaciones extensas, no existe una tipología unificada que mapee recursos de DPD a través de fronteras teóricas, contextuales y metodológicas, dejando a los formuladores de políticas sin orientación coherente. Guiada por los lineamientos PRISMA 2020, esta revisión sistemática sintetiza investigación teórica y empírica para establecer un inventario comprehensivo de enfoques de DPD. El análisis de 12 estudios seminales identificó 70 recursos distintos en dominios individuales, colaborativos, formales, informales y potenciados por tecnología. Si bien se afirma el valor perdurable de enfoques transformadores como las Comunidades de Práctica y la investigación-acción, esta revisión critica las limitaciones de los métodos tradicionales basados en transmisión. El estudio avanza los marcos existentes al abogar por un DPD sostenido, multimodal y profundamente alineado con la agencia docente y la relevancia contextual. Prácticamente, la tipología ofrece a educadores y administradores una hoja de ruta estructurada para diseñar programas de desarrollo sensibles al contexto y basados en evidencia que priorizan la colaboración sobre la capacitación vertical. Teóricamente, desafía la dominancia epistémica del Norte al integrar perspectivas del Sur Global. Finalmente, los hallazgos subrayan la necesidad urgente de evaluar sistemáticamente la integración de la inteligencia artificial y las plataformas digitales, conectando prácticas convencionales con ecosistemas de formación docente culturalmente pertinentes y preparados para el futuro a nivel mundial.
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