Gestión de proyectos socioformativos en la práctica educativa de los docentes: Una revisión sistemática
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Horizontes Rev. Inv. Cs. Edu.
Abstract
Este artículo tiene como objetivo analizar la pertinencia de los proyectos socioformativos en la mejora de la calidad educativa en docentes de nivel secundaria. Para ello, se realizó una revisión sistemática de la literatura siguiendo las directrices del protocolo PRISMA. Se seleccionaron artículos relevantes que abordan la implementación y el impacto de los proyectos socioformativos en la educación secundaria. Los resultados revelan que los proyectos socioformativos contribuyen al fortalecimiento de las competencias pedagógicas, el pensamiento crítico y la inclusión educativa. Asimismo, se evidencia que estos proyectos promueven un aprendizaje colaborativo y reflexivo entre los docentes, lo cual impacta positivamente en la calidad educativa. La revisión concluye que la implementación de proyectos socioformativos puede ser una estrategia efectiva para mejorar la calidad de la enseñanza secundaria, ya que favorece una educación más integral y adaptada a las necesidades actuales de los estudiantes.
The purpose of this article is to analyze the relevance of socio-training projects in the improvement of educational quality in secondary school teachers. For this purpose, a systematic review of the literature was carried out following the PRISMA protocol guidelines. Relevant articles addressing the implementation and impact of socio-formative projects in secondary education were selected. The results reveal that socioformative projects contribute to the strengthening of pedagogical competencies, critical thinking and educational inclusion. It is also evident that these projects promote collaborative and reflective learning among teachers, which has a positive impact on educational quality. The review concludes that the implementation of socioformative projects can be an effective strategy to improve the quality of secondary education, since it favors a more comprehensive education adapted to the current needs of students.
The purpose of this article is to analyze the relevance of socio-training projects in the improvement of educational quality in secondary school teachers. For this purpose, a systematic review of the literature was carried out following the PRISMA protocol guidelines. Relevant articles addressing the implementation and impact of socio-formative projects in secondary education were selected. The results reveal that socioformative projects contribute to the strengthening of pedagogical competencies, critical thinking and educational inclusion. It is also evident that these projects promote collaborative and reflective learning among teachers, which has a positive impact on educational quality. The review concludes that the implementation of socioformative projects can be an effective strategy to improve the quality of secondary education, since it favors a more comprehensive education adapted to the current needs of students.
Description
Vol. 9, No. 36