Articulación del perfil de egreso y la malla curricular en la carrera de Educación Básica: una revisión sistemática
DOI:
https://doi.org/10.63957/veritas.v8i2.0298Palabras clave:
perfil de egreso, malla curricular, coherencia curricular, formación inicial docente, Educación BásicaResumen
Para asegurar que la formación inicial del profesor sea coherente, es primordial establecer una conexión entre el perfil de egreso y la malla curricular. Investigación tiene como objetivo analizar críticamente la correlación entre el perfil de egreso y la malla curricular a través de una revisión sistemática de la literatura. Se realizó la búsqueda y revistas de SciELO, Scopus y Web of Science, pautas prisma 2020. Se identificaron 3 categorías: evaluación del logro formativo, fragmentación del currículo y alineación entre los resultados de aprendizaje y el diseño curricular. Los resultados indican que, a pesar del consenso en torno a la relevancia de la coherencia del currículo, existen diferencias entre las competencias mencionadas en el perfil de egreso y su implementación real en el currículo. También se detectaron deficiencias en los procesos de mejora continua y en los mecanismos de evaluación. Se concluye que para mejorar la calidad de educación en docentes es necesario fortalecer la articulación dentro del currículo mediante la incorporación de estrategias de alineación constructiva, el mapeo curricular y la evaluación basada en competencias.
Descargas
Referencias
Agaj Avdiu, T., Avdiu, A., & Shehu, S. (2024). An Analysis of Lesson Plans in the English Language Subject—Curriculum Stage I. The International Journal of Pedagogy and Curriculum, 32(2), 1–19. https://doi.org/10.18848/2327-7963/CGP/v32i02/1-19
Ajani, B. O., & Ajani, O. A. (2025). Empowering Pre-Service Teachers for Effective Classroom Practices and Foundational Learning in Early Childhood Education. In Empowering Pre-Service Teachers to Enhance Inclusive Education Through Technology (pp. 281–300). IGI Global. https://doi.org/10.4018/979-8-3693-8759-7.ch011
Ajayi, E. J. (2025). Conceptualizing Culturally Responsive Science Teaching within a Values-driven Curriculum Perspective: Utilizing Ubuntu and Eziko as Indigenous Theoretical Frameworks. Journal of Culture and Values in Education, 8(1), 166–187. https://doi.org/10.46303/jcve.2025.10
Aleksieva, L. (2025). Preparing Pre-Service Teachers for the Digital Transformation of Education: Exploring University Teacher Educators’ Views and Practical Strategies. Education Sciences, 15(4), 404. https://doi.org/10.3390/educsci15040404
Antipova, V., Siwetz, M., Engelhardt, M., Fellner, F. A., Manhal, S., Niedermair, J. F., Ondruschka, B., Pietras, S. M., Poilliot, A. J., Pretterklieber, M. L., Wimmer‐Röll, M., Wree, A., & Hammer, N. (2025). A comparison of 1‐ versus 3‐month regional anatomy exposure on learning outcomes of undergraduate medical students. Clinical Anatomy, 38(3), 239–248. https://doi.org/10.1002/ca.24206
Aslan, H. S., & Akman, B. (2025). A look at the early childhood teacher education undergraduate curriculum: is it gender sensitive? Teachers and Teaching, 31(8), 1396–1410. https://doi.org/10.1080/13540602.2024.2411971
Barthakur, A., Kovanović, V., Dawson, S., & Deneen, C. C. (2024). The application of curriculum analytics for improving assessments and quality assurance in higher education. Australasian Journal of Educational Technology. https://doi.org/10.14742/ajet.9383
Bobadilla-Pérez, M., Gómez Sánchez, T. F., & Galán-Rodríguez, N. M. (2025). Analysis of the Integration of Intercultural Competence through CALL in Primary Pre-service Teaching Syllabi. Computer-Assisted Language Learning Electronic Journal, 26(2), 233–263. https://doi.org/10.54855/callej.252629
Boned-Gómez, S., Ferriz-Valero, A., & Baena-Morales, S. (2026). Education for sustainability: analysing the Spanish curriculum in primary education and physical education. Curriculum Studies in Health and Physical Education, 17(2), 187–204. https://doi.org/10.1080/25742981.2025.2466543
Botella, J., & Zamora, Á. (2017). EL META-ANÁLISIS: UNA METODOLOGÍA PARA LA INVESTIGACIÓN EN EDUCACIÓN. Educación XX1, 20(2). https://doi.org/10.5944/educxx1.19030
Buthelezi, S. S., Tshibalo, A. E., & Tshimbana, T. P. (2025). Evaluating the implementation of environmental education and waste awareness in Pinetown District schools, eThekwini Municipality, South Africa. Discover Education, 4(1), 301. https://doi.org/10.1007/s44217-025-00752-8
Camus-Camus, J., & Vergara-Núñez, J. (2022). Consideraciones curriculares y prácticas sobre el desarrollo profesional docente en la formación inicial del profesorado. Revista Electrónica Educare, 27(1). https://doi.org/10.15359/ree.27-1.14372
Carter, D., Minhas, W., & Al Hafidh, G. (2025). Exploring employability skills in UAE higher education programs using a self-assessment matrix. Journal of Applied Research in Higher Education, 17(1), 495–509. https://doi.org/10.1108/JARHE-05-2024-0220
Dragnić-Cindrić, D., & Anderson, J. L. (2025). Developing Pre-Service Teachers’ Pedagogical Content Knowledge: Lessons from a Science Methods Class. Education Sciences, 15(7), 860. https://doi.org/10.3390/educsci15070860
Enkhtur, A., & Rakhshandehroo, M. (2025). Using Social Space Perspective to Explore SDGs Curricula Localisation: Case Study at Two Japanese National and Private Universities. Higher Education Quarterly, 79(1). https://doi.org/10.1111/hequ.12585
Figueroa, A., & Donoso, F. (2023). Argumentación y Formación Inicial Docente: Tensiones Curriculares y Didáctica en la Educación Terciaria. CHAKIÑAN, REVISTA DE CIENCIAS SOCIALES Y HUMANIDADES, (20). https://doi.org/10.37135/chk.002.20.01
Groth, R. E. (2026). Data Science Teacher Education Goals: Essential Elements of Pre-K-12 Data Science Curriculum Implementation. Journal of Statistics and Data Science Education, 34(1), 88–100. https://doi.org/10.1080/26939169.2025.2526627
Hennessey, M. J., Haglund, E., Ross, A., & Brent, L. (2025). Effects of Immersive Learning Technologies on Learning and Engagement for Military Chaplains. Innovative Higher Education, 50(1), 181–195. https://doi.org/10.1007/s10755-024-09725-5
Hwu, M., Shih, Y., Liu, J., & Chen, Y. (2025). Exploring the Application of Flipped Teaching Strategies in Retirement Preparation Courses: An Analysis of Educational Effectiveness From the Perspective of Proactive Coping Theory Across Different Levels of Need. Journal of Research in Education Sciences, 70(2), 83–121.
Jokić, S. V., Pardanjac, M., Tasić, N., Vignjević, K., & Dobardžić, D. (2024). Alignment of Learning Outcomes in the Technique and Technology Curriculum in Serbia with Key Competencies for Lifelong Learning: A Mixed-Method Convergent Design Approach. Sustainability, 16(22), 10150. https://doi.org/10.3390/su162210150
Kabysheva, M. (2025). Fostering critical thinking in learning outcomes of Kazakhstan initial teacher education. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1554713
Khurshid, J., Khurshid, N., Ashraf, N., & Arshad, A. (2025). Examining the Diverse Sources Influencing the Development of Pedagogical Content Knowledge (PCK) Among Educators in Various Educational Settings (pp. 31–40). https://doi.org/10.4018/979-8-3693-0655-0.ch002
Lee, Y., & Yang, S. (2025). The Policy Analysis to Solve Academic Decline in Japan– Course of Study and National Assessment of Academic Ability. Journal of Research in Education Sciences, 70(2), 123–150.
Lutomia, A. N., Jagbojo, O. O., Saeed Murad, H., Rusu, A. S., & Russell, M. A. (2025). Backward Design Method in Developing a Learner-Centered Curriculum for Adult Learning Programs. In Andragogy in Practice (pp. 271–279). Routledge. https://doi.org/10.4324/9781032626000-29
Magulod, G. C., Capulso, L. B., Ritonga, M., Dasig, J. P., Ventayen, R. J. M., Baluyot, M. B. B., Khassenova, A., Nisperos, J. N. S., Mustary, M., Reyes-Chua, E., & Chupradit, S. (2020). Attainment of the immediate program graduate attributes and learning outcomes of teacher candidates towards global competence initiatives. International Journal of Learning, Teaching and Educational Research, 19(12). https://doi.org/10.26803/ijlter.19.12.6
Mejía-Rivas, J. (2022). Los paradigmas en la investigación científica. Revista Ciencia Agraria, 1(3), 7–14. https://doi.org/10.35622/j.rca.2022.03.001
Mohanty, N., Das, N., Sahoo, R. K., Ahmed, S., & Jena, P. K. (2025). EMPOWERING COMPASSION: A SYSTEMATIC REVIEW OF PALLIATIVE CARE EDUCATION & TRAINING PROGRAM OUTCOMES FOR NURSING PROFESSIONALS. JOURNAL OF MECHANICS OF CONTINUA AND MATHEMATICAL SCIENCES, 20(2). https://doi.org/10.26782/jmcms.2025.02.00004
Moon, J., & Lee, D. (2025). The theory and practice of modifying soccer: Maximizing learning outcomes in elementary school physical education. Journal of Physical Education and Sport, 25(1), 10.
Nair, H. B. (2025). Building Teacher Capacity for Effective Integration of GenAI into Classroom. In Generative Artificial Intelligence Empowered Learning (pp. 192–206). Chapman and Hall/CRC. https://doi.org/10.1201/9781003422433-9
Nezhyva, L. L., Palamar, S. P., Semenii, N. O., & Semerikov, S. O. (2025). AI tools for sustainable primary teacher education: literary-artistic content generation. CEUR Workshop Proceedings, 3918. https://doi.org/10.55056/ceur-ws.org/vol-3918/paper304.pdf
Nolazco Labajos, F. A. (2021). Metodología de la investigación científica (MIC) en la educación básica regular. El caso peruano. Espí¬ritu Emprendedor TES, 5(3), 61–82. https://doi.org/10.33970/eetes.v5.n3.2021.277
Öztürk, M., Soysal, N., Albayrak-Sarı, A., İnce, B. H., Dayıoğlu-Öcal, S., & Bağcı, A. (2025). Curricular response to education for sustainable development in Turkish basic education: a comparative analysis of national versus global learning objectives. Asia Pacific Education Review. https://doi.org/10.1007/s12564-025-10082-x
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Alonso-Fernández, S. (2021). Declaración PRISMA 2020: una guía actualizada para la publicación de revisiones sistemáticas. Revista Española de Cardiología, 74(9), 790–799. https://doi.org/10.1016/j.recesp.2021.06.016
Paidicán Soto, M. Á., & Arredondo Herrera, P. A. (2025). Revisión de alcance de la formación inicial docente en pedagogía de educación básica en Chile. Revista Científica En Ciencias Sociales, 7. https://doi.org/10.53732/rccsociales/e701124
Paparisto, A., Gusho, L., Bidaj, F., Bara, E., Lazo, P., Hysa, S., & Haloci, A. (2025). Curriculum mapping: Unveiling the connections among courses and program learning outcomes. Balkan Journal of Interdisciplinary Research, 11(2), 1–16. https://doi.org/10.2478/bjir-2025-0011
Rinaldi, K., Messer, M., Hanson, A., & Chan, J. (2025). Utilization of backward design in health professional education: A rapid review. Journal of Professional Nursing, 58, 31–38. https://doi.org/10.1016/j.profnurs.2025.02.004
Stajić, S., Vučković, S. Đ., Bibić, L. I., Milanković, J., Ivkov Džigurski, A., Dragović, R., Dragin, A., Solarević, M., & Lukić, A. (2025). How the Flipped Classroom Affects Year Seven Students in Geography Test Results: A Case Study of Two Primary Schools in Serbia. Sustainability, 17(6), 2464. https://doi.org/10.3390/su17062464
Talebi, Z. (2025). The Effect of Cognitive and Metacognitive Strategies on Self-Efficacy in Teacher Education. In Challenges in Teacher Education (pp. 101–132). IGI Global. https://doi.org/10.4018/979-8-3693-7342-2.ch004
Tariq, M. U. (2025). Bridging Home and Classroom. In Funds of Knowledge in Teacher Education (pp. 407–426). IGI Global. https://doi.org/10.4018/979-8-3693-8094-9.ch018
Turner, K. G., Parker, M. L., Wilson, C. B., & Yun, H.-J. (2026). Adventures in Marriage: A Skills-Based Marriage Education Program with Military Couples. Contemporary Family Therapy, 48(2), 127–135. https://doi.org/10.1007/s10591-025-09758-8
Wu, Y. J., Wu, C.-H., & Peng, K.-L. (2025). Effects of Creativity Styles on Learning Engagement and Motivation in STEAM Education. Sustainability, 17(6), 2755. https://doi.org/10.3390/su17062755
Yassir, N., & López de Ramos, A. (2022). Experiencias en Flipped Learning (A. López de Ramos, Ed.). Universidad Internacional de Ciencia y Tecnología - UNICyT. https://doi.org/10.47300/978-9962-738-15-2
Yim, I. H. Y., & Su, J. (2025). Artificial intelligence literacy education in primary schools: a review. International Journal of Technology and Design Education, 35(5), 2175–2204. https://doi.org/10.1007/s10798-025-09979-w
Publicado
Número
Sección
Categorías
Licencia
Derechos de autor 2026 Veritas & Research
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
En caso de que el artículo presentado sea aprobado para su publicación, los autores, mediante el documento “Declaración de originalidad y Cesión de derechos de autor”, transfieren a la revista los derechos patrimoniales que tienen sobre el trabajo para que se puedan realizar copias y distribución de los contenidos por cualquier medio y en acceso abierto, siempre que se mantenga el reconocimiento de sus autores y no se haga un uso comercial de la obra.
El contenido completo de la licencia Creative Commons, bajo la cual se resguardan los derechos de autor de aquellos que publican en la revista VERITAS & RESEARCH, puede consultarse en:
Este trabajo está bajo licencia Creative Commons Attribution-NonCommercial 4.0 International Licence (CC BY-NC 4.0).
