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La formación inicial del docente: clave en la transformación educativa en Colombia

Author

Listed:
  • Hilcia Esther Acosta García
  • Maira Alejandra Pulgarin Rodríguez

Abstract

El presente artículo reflexiona sobre la formación inicial docente en Colombia (FID), con énfasis en el Programa de Formación Complementaria (PFC) de las Escuelas Normales Superiores y su incidencia en la calidad educativa del país. A partir de una revisión de literatura de alcance y del análisis de marcos normativos y estudios académicos recientes, se examinan las categorías de formación inicial docente, así como la naturaleza pedagógica, misional y regulatoria de los PFC que estructuran estos programas, y que contribuyen en la calidad educativa del país y a la cohesión del sistema formativo de maestros. Se argumenta que la calidad educativa no puede desligarse de la solidez de la formación inicial y que los PFC, por su configuración institucional e histórica, poseen un potencial significativo para contribuir a la transformación educativa. El artículo aporta una lectura integradora que vincula política educativa, currículo y formación docente, proponiendo comprender la formación inicial como fundamento estructural del mejoramiento sostenido del sistema educativo colombiano.

Suggested Citation

Handle: RePEc:cvp:reflex:v:3:y:2026:i:1:id:32
DOI: 10.69821/rer.v3i1.32
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