Models for Integrating the Formative Dimensions of Teachers in Initial and Continuing Education

Abstract

Teacher training, both in its initial stage and throughout continuous professional development, represents a fundamental pillar for ensuring educational quality and effectively responding to the changing demands of the social, technological, and labor context. As education evolves, so do the competencies expected of teachers, making it necessary to review and strengthen existing training models. In this regard, this article aims to analyze the scientific literature on models that integrate different dimensions of teacher training within educational programs, in order to identify their main components, levels, indicators, and types of validation. To achieve this objective, a bibliographic review was conducted, allowing for the systematization, comparison, and reflection on various theoretical and methodological approaches presented in previous research. The findings show that the analyzed models incorporate multiple dimensions, including pedagogical, didactic, and evaluative aspects, as well as, in some cases, socio-emotional and technological components. These dimensions are organized into progressive levels that range from basic competencies to the development of reflective, critical, and context-based practices. However, significant variability was also observed in the definition of indicators and in the methods used to validate the models. Qualitative validations, based on expert judgment, predominate, while empirical and quantitative validations are less frequent, which limits the generalizability of the results. In conclusion, there is a clear need to consolidate more comprehensive, coherent, and empirically supported teacher training models. This would not only contribute to improving the quality of training programs but also enable better adaptation to the current demands of the educational system, thereby strengthening teachers’ professional development and their impact on teaching and learning processes.