<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2708-0412</journal-id>
<journal-title><![CDATA[Revista científica en ciencias sociales]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. cient. cienc. soc.]]></abbrev-journal-title>
<issn>2708-0412</issn>
<publisher>
<publisher-name><![CDATA[Universidad del Pacífico]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2708-04122025000100125</article-id>
<article-id pub-id-type="doi">10.53732/rccsociales/e701124</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Revisión de alcance de la formación inicial docente en pedagogía de educación básica en Chile]]></article-title>
<article-title xml:lang="en"><![CDATA[Review of the scope of initial teacher training in basic education pedagogy in Chile]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paidicán Soto]]></surname>
<given-names><![CDATA[Miguel Ángel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arredondo Herrera]]></surname>
<given-names><![CDATA[Pamela Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Granada Laboratorio de Investigación en Formación y Profesionalización ]]></institution>
<addr-line><![CDATA[Granada ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>7</volume>
<fpage>125</fpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_arttext&amp;pid=S2708-04122025000100125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_abstract&amp;pid=S2708-04122025000100125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_pdf&amp;pid=S2708-04122025000100125&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Esta revisión de alcance tiene como objetivo identificar las brechas y vacíos existentes en la investigación relacionada con la evaluación de los procesos de Formación Inicial Docente en Chile para Pedagogía en Educación Básica. Se realizó una revisión de alcance mediante una búsqueda sistemática en Google Scholar, seleccionando nueve artículos recientes publicados en los últimos 5 años, principalmente el año 2020. El análisis se centró predominantemente en documentos curriculares y estándares, utilizando metodologías cualitativas. Los estudios analizados se agrupan en torno al desarrollo de competencias (TIC, diversidad, inclusión y socioemocional), la alineación con políticas y estándares nacionales (acreditación y marcos de desempeño), y las percepciones de los actores (estudiantes, egresados y formadores). Se detectó heterogeneidad en la implementación curricular, fuerte influencia de políticas estandarizadas, insuficiente integración de competencias digitales e inclusivas en varios programas, y desajustes entre la formación y las necesidades percibidas. Se concluyó que es crucial investigar la efectividad e impacto real de la Formación Inicial Docente en la práctica docente, existiendo la necesidad de replantear los indicadores de calidad de la formación. Además, se sugiere fortalecer la Formación Inicial Docente basándose en la evidencia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This scoping review aims to identify the existing gaps and gaps in research related to the evaluation of Initial Teacher Education processes in Chile for Basic Education Pedagogy. A scoping review was conducted through a systematic search in Google Scholar, selecting nine recent articles published in the last 5 years, mainly in 2020. The analysis focused predominantly on curriculum documents and standards, using qualitative methodologies. The studies analysed are grouped around competence development (ICT, diversity, inclusion and socio-emotional), alignment with national policies and standards (accreditation and performance frameworks), and stakeholder perceptions (students, graduates and trainers). Heterogeneity in curriculum implementation, strong influence of standardised policies, insufficient integration of digital and inclusive competences in several programmes, and mismatches between training and perceived needs were detected. It was concluded that it is crucial to investigate the real effectiveness and impact of Initial Teacher Education on teacher practice, and that there is a need to rethink the quality indicators of training. In addition, it is suggested that Initial Teacher Education should be strengthened based on the evidence.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Formación inicial docente]]></kwd>
<kwd lng="es"><![CDATA[evaluación educacional]]></kwd>
<kwd lng="es"><![CDATA[diseño curricular]]></kwd>
<kwd lng="es"><![CDATA[competencias docentes]]></kwd>
<kwd lng="es"><![CDATA[política educacional]]></kwd>
<kwd lng="en"><![CDATA[Initial teacher education]]></kwd>
<kwd lng="en"><![CDATA[educational evaluation]]></kwd>
<kwd lng="en"><![CDATA[curriculum design]]></kwd>
<kwd lng="en"><![CDATA[teacher competencies]]></kwd>
<kwd lng="en"><![CDATA[educational policy]]></kwd>
</kwd-group>
</article-meta>
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