Las políticas de acceso a la formación inicial docente en perspectiva internacional: análisis de tres problemas a considerar
DOI:
https://doi.org/10.5944/reec.47.2025.43986Palabras clave:
acceso a la educación, política de la educación, profesión docente, formación del profesorado, selección de profesoresResumen
Este trabajo aborda las políticas de acceso a la formación inicial docente como un elemento clave para la profesionalización de la docencia. En concreto, se analizan tres problemas fundamentales en torno a su implementación: la relación oferta-demanda de aspirantes y docentes, la equidad en el acceso y la diversificación de la fuerza laboral docente, y el debate sobre si los buenos docentes nacen o se hacen. A través de una revisión crítica de la literatura y el análisis de experiencias internacionales, los resultados destacan que estas políticas son más viables en contextos con una alta demanda de aspirantes, un elevado estatus social docente y una atención integral al resto de medidas vinculadas a la carrera docente (reclutamiento, formación y desarrollo profesional). Además, se subraya la importancia de utilizar múltiples métodos e instrumentos que sean capaces de evaluar la idoneidad de los aspirantes y garantizar la justicia y equidad en los procesos. Finalmente, se evidencia que tanto las variables de entrada como los estímulos ambientales son esenciales a la hora de configurar la competencia docente. A pesar de los desafíos que enfrentan estas políticas, identificar a las personas más adecuadas para ingresar en los programas formativos constituye un pilar esencial para mejorar la calidad del profesorado y la educación.
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