Estrategias de Formación Docente para Promover la Inclusión en Educación Básica: Una Revisión Sistemática
Teacher Training Strategies to Promote Inclusion in Basic Education: A Systematic Review
DOI:
https://doi.org/10.29394/Scientific.issn.2542-2987.2025.10.E5.12.246-263Palabras clave:
formación de docentes, educación inclusiva, enseñanza primaria, actitud del docente, autoeficaciaResumen
La brecha entre las políticas inclusivas y su implementación efectiva en las aulas de Educación Básica constituye un desafío persistente que limita la equidad educativa. Ante esta problemática, el presente estudio tuvo como objetivo analizar y sintetizar las estrategias de formación docente más efectivas para fomentar la inclusión, identificando factores facilitadores, barreras y recomendaciones para su implementación sostenible. Se desarrolló una revisión sistemática bajo el protocolo PRISMA, con método inductivo, enfoque cualitativo y diseño no experimental. Se analizaron 20 artículos publicados entre 2023 y 2025 en Scopus, Web of Science y SciELO, escritos en español, inglés y portugués. Los resultados revelaron que las estrategias más efectivas integran componentes teóricos, prácticos y afectivos mediante cursos específicos, mentoría, aprendizaje-servicio y formación en empatía. Las experiencias de dominio, el apoyo institucional y la empatía emergieron como factores facilitadores, mientras que la preparación inicial deficiente y las resistencias contextuales representaron las principales barreras. Se concluye que la formación docente inclusiva requiere un equilibrio entre práctica reflexiva, desarrollo afectivo y apoyo institucional sostenido, orientación que resulta clave para transformar la Educación Básica en espacios equitativos donde todos los estudiantes desarrollen su potencial.
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