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Artículos de Revisión

Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez

El aprendizaje basado en problemas como impulsor del desarrollo de competencias docentes: una revisión narrativa

Problem-based learning as a driver of teaching competency development: a narrative review
Publicado
2026-09-16
Contexto: La educación contemporánea exige metodologías que transformen la formación docente y fortalezcan las competencias profesionales frente a entornos sociales en cambio permanente. El Aprendizaje Basado en Problemas es una alternativa pedagógica que sitúa al estudiante en el centro del proceso formativo y reorienta la labor del docente hacia la mediación reflexiva. Objetivo: Analizar cómo influye el Aprendizaje Basado en Problemas en el desarrollo de competencias docentes. Metodología: Se realizó una revisión narrativa sustentada en el método abreviado QR, que contempló el planteamiento de tres preguntas de investigación, la construcción de ecuaciones booleanas con descriptores vinculados al Aprendizaje Basado en Problemas y a las competencias docentes, la búsqueda en las bases de datos Scopus y la Woe of Science, la aplicación de criterios de inclusión y exclusión, y la selección de artículos científicos publicados entre 2022 y 2026. Resultados: El Aprendizaje Basado en Problemas constituye una metodología activa que promueve la construcción del conocimiento mediante la resolución de problemas contextualizados, fortalece competencias de planificación, ejecución y evaluación, potencia el pensamiento crítico, la autoeficacia, el trabajo colaborativo y la innovación pedagógica, y favorece la implementación de evaluaciones auténticas. Conclusión: El Aprendizaje Basado en Problemas transforma la práctica docente al cambiar los roles del formador y de quien educa, moviliza conocimientos, habilidades y actitudes frente a retos complejos, y es una vía eficaz para el desarrollo de competencias docentes.
Context: Contemporary education demands methodologies that transform teacher training and strengthen professional competencies in the face of constantly changing social environments. Problem-Based Learning is a pedagogical alternative that places the student at the center of the learning process and reorients the teacher's role toward reflective mediation. Objective: To analyze how Problem-Based Learning influences the development of teaching competencies. Methodology: A narrative review was conducted using the QR abbreviated method. This involved formulating three research questions, constructing Boolean equations with descriptors related to Problem-Based Learning and teaching competencies, searching the Scopus and Woe of Science databases, applying inclusion and exclusion criteria, and selecting scientific articles published between 2022 and 2026. Results: Problem-Based Learning is an active methodology that promotes knowledge construction through the resolution of contextualized problems, strengthens planning, execution, and evaluation skills, enhances critical thinking, self-efficacy, collaborative work, and pedagogical innovation, and facilitates the implementation of authentic assessments. Conclusion: Problem-Based Learning transforms teaching practice by changing the roles of the teacher and the student, mobilizes knowledge, skills, and attitudes in the face of complex challenges, and is an effective pathway for the development of teaching competencies.
Número:
Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez
Sección:
Artículos de Revisión

Referencias

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