Pedagogical Competencies Oriented to Teacher Performance: A Systematic Review

Abstract

This article has the purpose of carrying out a systematic review on the pedagogical competences oriented to teacher performance in regular basic education in Latin America. For which, it was necessary to identify the pedagogical competences that teachers present, as well as the competences that they lack in order to determine their orientation towards teaching performance. For this process, the PRISMA methodology was followed in order to show the information more clearly and in a synthesized way. This article collected information from the Scopus, Scielo, Dialnet and Redalyc databases, in a target time of 6 months within which the identification, screening and eligibility process was carried out. Regarding the inclusion criteria, it was established that the articles must be scientific and systematic review articles extracted from reliable sources such as Scopus, Scielo, Dialnet, and Redalyc, with a maximum age of 23 years, and written in English, Spanish, and Portuguese. Regarding the exclusion criteria, empirical information was removed such as: summaries, news, forums, reports, theses, essays, etc., as well as articles dating from periods prior to 2000. The results indicated that teachers require the development and reinforcement of skills that go beyond the simple transmission of knowledge, since they require making certain adjustments in their profile according to the requirements of today's society. Likewise, it was found that teachers lack digital skills, this being an essential skill today. Therefore, it is suggested that the state provide support through the implementation of policies that encourage the use of technologies in education, in order to train digital skills in both the teacher and the student.