Desempacando las fortalezas del currículo de formación inicial docente (FID) panameño: aprendizaje, desarrollo y planificación

De León, Elias

Desempacando las fortalezas del currículo de formación inicial docente (FID) panameño: aprendizaje, desarrollo y planificación

De León, Elias

Unpacking the strengths of the Panamanian initial teacher education (ITE) curriculum: learning, development, and planning

Autores De León, Elias

Tema Formación Inicial Docente
Tema Currículum
Tema Marco para la Buena Enseñanza
Tema Modelo TPACK
Tema Universidad de Panamá
Tema Initial Teacher Education
Tema Curriculum
Tema Framework for Good Teaching
Tema TPACK Framework
Tema University of Panama

Descripción The current text considers learning as the processes to acquire, retain, and apply knowledge and skills spontaneously or by modeling, while education is systemic and organized in sequences. The text compares five perspectives of knowledge acquisition: behavioristic, cognitive, constructivist, humanist, and social learning—and its latter iteration, connectivism. This paper lands considering curriculum as the path education follows to accomplish its main objective. Therefore, it delves into a comparative reflection between the Chilean Framework for Good Teaching (MBE, in Spanish) and the New Panamanian Teacher Profile. This latter is suggested, though not standardized, in the educational practice. In a more tangible way of exemplifying the differences between the Panamanian practice and Chilean theoretical standpoints, the current work analyzes course syllabi from the Panamanian ITE curriculum, fitting them within the Chilean standards. More specifically, we selected the Primary Education Program curriculum—named also general basic or elementary school—from the University of Panama (UP) because it comprises the single highest ITE enrollment in Panama. Then, the course syllabi were grouped in areas based on the common course affinity to Technological Pedagogical Content Knowledge that Mishra & Koehler (2006) conceived as the TPACK framework, but with the themed categories observed against MBE standards 1 (S1): Students’ Learning and Development, and standard 3 (S3): Teaching Planning. Both standards are crucial for the construction of favorable learning environments and implementing effective teaching strategies covered in other domains. The study concludes that the UP Primary Education curriculum has solid foundations and a distinctive focus on teacher wellbeing and contextual factors. In our opinion, the program could be optimized by incorporating international standards and best practices while preserving its distinctive Panamanian characteristics.
Descripción El presente texto considera el aprendizaje como los procesos para adquirir, retener y aplicar conocimientos y habilidades de forma espontánea o mediante modelado; mientras que la educación es sistémica y se organiza en secuencias. El texto compara cinco perspectivas de adquisición de conocimiento: conductista, cognitiva, constructivista, humanista y aprendizaje social, y su última iteración, el conectivismo. El trabajo parte considerando el currículo como el camino que sigue la educación para alcanzar su objetivo principal. Por lo tanto, se profundiza en una reflexión comparativa entre el Marco para la Buena Enseñanza (MBE) de Chile y el Perfil del Nuevo Docente Panameño. Este último es sugerido, aunque no estandarizado en la práctica educativa. Para ejemplificar de forma más tangible las diferencias entre la práctica panameña y las perspectivas teóricas chilenas, el presente trabajo analiza los programas de estudio del currículo de formación inicial docente panameño (FID), al ajustarse a estándares chilenos. Más específicamente, se seleccionó el currículo del Programa de Educación Primaria —también llamado básica general— de la Universidad de Panamá (UP) por la matrícula FID más alta de Panamá. Posteriormente, los programas de estudio se agruparon en áreas según su afinidad con el Conocimiento Pedagógico, definido por Mishra & Koehler (2006) como el marco TPACK, pero con las categorías temáticas observadas y contra MBE, los estándares 1: Aprendizaje y Desarrollo Estudiantil, y 3 (S3): Planificación Docente. Ambos estándares son cruciales para construir entornos de aprendizaje favorables e implementar estrategias docentes efectivas, abarcadas en otros dominios. El estudio concluye que el currículo de Educación Primaria de la UP cuenta con bases sólidas y un enfoque distintivo en el bienestar docente y factores contextuales. Desde nuestra perspectiva, el programa podría optimizarse a través de la alineación de normas y buenas prácticas internacionales, manteniendo al mismo tiempo su panameñidad.

Editorial QLU

Fecha 2026-08-17

Tipo info:eu-repo/semantics/article
Tipo info:eu-repo/semantics/publishedVersion

Formato application/pdf

Identificador https://revistas.qlu.ac.pa/index.php/latitude/article/view/297
Identificador 10.55946/latitude.v2i24.297

Fuente Latitude; Vol. 2 No. 24 (2026): Vol. 2 Núm. 24 (2026): Latitude: Revista Multidisciplinaria; 76-94
Fuente Latitude; Vol. 2 Núm. 24 (2026): Vol. 2 Núm. 24 (2026): Latitude: Multidisciplinary Research Journal; 76-94
Fuente 2644-4038
Fuente 2644-4038

Idioma spa

Relación https://revistas.qlu.ac.pa/index.php/latitude/article/view/297/231
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