El profesionalismo del formador de docentes en Hispanoamérica: revisión sistemática exploratoria bilingüe

This is a bilingual (English/Spanish) scoping literature review that aims to identify and describe empirical studies on the professionalism of teacher educators in higher education institutions in Spanish-speaking Latin America (2009–2023). Following the standard methodological framework for these reviews (defining the question, systematically searching databases, selecting studies using explicit criteria, extracting data and conducting descriptive and thematic synthesis), 46 studies were analysed. The results identify three central dimensions of teacher educators’ professionalism: behavioural, attitudinal, and intellectual, as well as highlighting pedagogical, collaborative, communicative, ethical, and emotional characteristics. In addition, structural and cultural aspects of the work environment, along with the teacher educator’s own agency, are recognised as conditions that complicate their professionalism, requiring it to be understood as a contextual and dynamic process. To this end, and as the main contribution of the study, the Situated Professionalism Model is proposed as a conceptual framework for examining teacher educators’ professionalism across the multiple contexts in which it is configured.

Investigación IESED