Preparación docente para la educación en valores: Reflexiones y estrategias desde la experiencia dominicana

Comprehensive university education represents one of the main challenges in the contemporary context, particularly in teacher preparation for values education within professional training. This situation is evident at the Autonomous University of Santo Domingo, where it is necessary to strengthen teacher preparation to effectively develop values education. This article aims to justify, based on scientific and technological references, the need for teacher preparation in the process of values education with a professional orientation, particularly at the secondary education level in the Dominican Republic. A qualitative, explanatory, and non-experimental study was conducted with a group of 20 teachers, 5 course coordinators, and 50 Education students, using theoretical and empirical methods for data collection and analysis. The results highlight the effectiveness of a didactic strategy structured in four stages (diagnosis, planning, execution, and evaluation), integrating curricular and extracurricular aspects in values education. The implementation of the strategy has proven effective in providing a structured methodological framework that systematically addresses values education from a professional perspective, significantly contributing to teacher preparation.