Reflexión pedagógica y enfoque por competencias en el desempeño docente en educación básica: una revisión sistemática
Pedagogical Reflection and Competency-Based Approach in Teaching Performance in Basic Education: A Systematic ReviewContenido principal del artículo
The purpose was to critically and integratively analyze the relationship between pedagogical reflection and the competency-based approach in teacher performance in basic education through a systematic review. The studies were conducted under the guidelines of the PRISMA protocol, considering articles published between 2022 and 2026 in indexed databases such as Scopus, SciELO, Web of Science, and EBSCO. Based on the application of inclusion and exclusion criteria, 14 studies were considered for the analysis. Los hallazgos evidencian que la reflexión pedagógica se constituye como un eje articulador fundamental que permite integrar de manera coherente la planificación, la mediación didáctica y la evaluación formativa del enfoque de competencia, incidiendo positivamente de la mejora del desempeño docente. Asimismo, se identifica que los docentes que desarrollan prácticas reflexivas sistemáticas logran una mayor capacidad de adaptación, toma de decisiones pedagógicas y mejora continua de su práctica. Es necesario destacar la necesidad de fortalecer las condiciones institucionales, fortaleciendo una cultura reflexiva de la práctica pedagógica, formación continua y trabajo colaborativo que garantice la sostenibilidad de prácticas educativas de calidad.
The purpose was to critically and integrally analyze the relationship between pedagogical reflection and the competency-based approach in teacher performance in basic education, through a systematic review. The studies were conducted under the guidelines of the PRISMA protocol, considering articles published between 2022 and 2026 in indexed databases such as Scopus, SciELO, Web of Science, and EBSCO. Based on the application of rigorous inclusion and exclusion criteria, 14 studies were selected to form the corpus of analysis. The findings reveal that pedagogical reflection constitutes a fundamental articulating axis that enables the coherent integration of planning, instructional processes, and formative assessment within the competency-based approach, thereby significantly enhancing teacher performance. In addition, teachers who engage in systematic reflective practices demonstrate greater adaptability, informed pedagogical decision-making, and continuous improvement in their teaching practice. However, the evidence also reveals persistent limitations, such as the fragmented implementation of the competency-based approach and the weak institutionalization of pedagogical reflection, which restrict its transformative impact in various contexts. Therefore, it is concluded that improving teacher performance does not depend solely on the adoption of innovative approaches, but on their effective articulation through sustained reflective processes. Finally, the study underscores the need to strengthen institutional conditions by fostering a culture of pedagogical reflection, continuous professional development, and collaborative work to ensure the sustainability of high-quality educational practices.
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