Formación inicial docente y relacionalidad pedagógica: una revisión narrativa de la literatura (2007–2025)
DOI:
https://doi.org/10.47606/ACVEN/PH0515Palabras clave:
formación inicial docente, pedagogía relacional, competencia socioemocional, vínculo docente-estudiante, práctica reflexiva.Resumen
Pese a la evidencia acumulada sobre la influencia del vínculo docente-estudiante en los resultados educativos la formación inicial docente priorizó históricamente el dominio disciplinar y didáctico por encima de la dimensión relacional. La presente revisión narrativa, con orientación sistemática, sintetizó 35 estudios publicados entre 2007 y 2025, identificados mediante búsquedas en seis bases de datos indexadas y seleccionados conforme a las directrices PRISMA 2020. El análisis se organizó en cuatro categorías temáticas: marcos teóricos de la pedagogía relacional, competencia relacional y socioemocional en la FID, práctica reflexiva y dispositivos pedagógicos en el prácticum, y vínculo docente-estudiante en contexto. Los resultados reflejan que el campo dispone de marcos conceptuales articulados y de evidencia creciente sobre la eficacia de las intervenciones socioemocionales. A pesar de esto persiste una brecha entre los desarrollos teóricos y su traducción curricular en los programas de formación docente, siendo esta pronunciada en el ámbito regional. Se concluye que la formación relacional requiere trayectorias formativas longitudinales, dispositivos que promuevan la reflexión colectiva sobre los objetos concretos y también una reorientación curricular que reconozca la relacionalidad como condición estructural de la enseñanza.
Descargas
Citas
Aspelin, J. (2019). Enhancing pre-service teachers’ socio-emotional competence. International Journal of Emotional Education, 11(2), 78–90. https://eric.ed.gov/?id=EJ1213620
Aspelin, J. (2025). Using virtual simulations with avatars to train pre-service special needs teachers’ relational competence: Possibilities and limitations. Cogent Education, 12(1), Article 2457290. https://doi.org/10.1080/2331186X.2025.2457290 DOI: https://doi.org/10.1080/2331186X.2025.2457290
Aspelin, J., & Jonsson, A. (2019). Pedagogical relational teachership (PeRT): A multi-relational perspective. International Journal of Inclusive Education, 23(10), 1033–1044. https://doi.org/10.1080/13603116.2019.1581280 DOI: https://doi.org/10.1080/13603116.2019.1581280
Aspelin, J., Lindberg, S., Östlund, D., & Jonsson, A. (2024). Preservice special educators’ relational competence in virtual simulations with avatars. The Teacher Educator, 59(4), 471–489. https://doi.org/10.1080/08878730.2024.2385381 DOI: https://doi.org/10.1080/08878730.2024.2385381
Borremans, L. F. N., Koomen, H. M. Y., & Spilt, J. L. (2024). Fostering teacher–student relationship-building competence: A three-year learning trajectory for initial pre-primary and primary teacher education. Frontiers in Education, 9, Article 1349532. https://doi.org/10.3389/feduc.2024.1349532 DOI: https://doi.org/10.3389/feduc.2024.1349532
Borremans, L. F. N., Roosen, I., Mondelaers, J., Vandenberghe, L., & Spilt, J. L. (2025). Intervention programmes on socio-emotional competencies in pre-service teachers: A systematic review. Education Sciences, 15(12), Article 1588. https://doi.org/10.3390/educsci15121588 DOI: https://doi.org/10.3390/educsci15121588
Catala, A. B. (2024). From reflective practice to communicative interaction: A case study on the use of blogs by student teachers. The Australian Educational Researcher, 51(5), 1947–1964. https://doi.org/10.1007/s13384-024-00784-3 DOI: https://doi.org/10.1007/s13384-024-00784-3
Cervellione, B., Lombardo, E. M. C., & Iacolino, C. (2025). Psychological resources and interventions for teachers’ emotional competence and well-being: A systematic review. Frontiers in Psychology, 16, Article 1640968. https://doi.org/10.3389/fpsyg.2025.1640968 DOI: https://doi.org/10.3389/fpsyg.2025.1640968
Di Lisio, G., Halty, A., Berástegui, A., Couso Losada, A., & Pitillas, C. (2025b). The longitudinal associations between teacher–student relationships and school outcomes in typical and vulnerable student populations: A systematic review. Social Psychology of Education, 28, Article 10107. https://doi.org/10.1007/s11218-025-10107-8 DOI: https://doi.org/10.1007/s11218-025-10107-8
Di Lisio, G., Mila Roa, A., Halty, A., Berástegui, A., Couso Losada, A., & Pitillas, C. (2025a). Nurturing bonds that empower learning: A systematic review of the significance of teacher–student relationship in education. Frontiers in Education, 10, Article 1522997. https://doi.org/10.3389/feduc.2025.1522997 DOI: https://doi.org/10.3389/feduc.2025.1522997
Ewe, L. P., & Fjelkner Pihl, A. (2024). Relational competence in higher education: A systematic review. Cogent Education, 11(1), Article 2331354. https://doi.org/10.1080/2331186X.2024.2331354 DOI: https://doi.org/10.1080/2331186X.2024.2331354
Ewe, L. P., & Fjelkner Pihl, A. (2025). Teachers’ relational competence towards students with neurodevelopmental symptoms: A microscopic relational analysis. Journal of Research in Special Educational Needs, 25(1), 45–60. https://doi.org/10.1111/1471-3802.12721 DOI: https://doi.org/10.1111/1471-3802.12721
Fentim Darkwa, B., Darko Agyei, D., & Tufuor Kwarteng, J. (2024). Developing interactive pedagogies: A case of accounting pre-service teachers from Ghana. African Journal of Teacher Education, 13(1), 105–125. https://doi.org/10.21083/ajote.v13i1.7218 DOI: https://doi.org/10.21083/ajote.v13i1.7218
French, S., Bone, E., Deneen, C., & Prosser, M. (2025). Reaffirming the importance of relational pedagogies in higher education: educators’ experiences during the COVID-19 pandemic. Teaching in Higher Education, 30(8). https://doi.org/10.1080/13562517.2025.2507262 DOI: https://doi.org/10.1080/13562517.2025.2507262
Garay Alemany, V., Lagos San Martín, N., Díaz Suazo, P., & Morales Mejías, P. (2023). Educar en diversidad en la formación inicial docente: Una revisión sistemática. REXE. Revista de Estudios y Experiencias en Educación, 22(49), 12–31. https://doi.org/10.21703/rexe.v22i49.1429 DOI: https://doi.org/10.21703/rexe.v22i49.1429
Gidalevich, S., & Mirkin, E. (2024). The effect of a SEL (Social–Emotional Learning) intervention program based on emotional regulation and metacognitive awareness for special education preservice teachers experiencing adapted teaching in mathematics. European Journal of Investigation in Health, Psychology and Education, 14(7), 1996–2012. https://doi.org/10.3390/ejihpe14070133 DOI: https://doi.org/10.3390/ejihpe14070133
Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re-imagining teacher education. Teachers and Teaching: Theory and Practice, 15(2), 273–289. https://doi.org/10.1080/13540600902875340 DOI: https://doi.org/10.1080/13540600902875340
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487 DOI: https://doi.org/10.3102/003465430298487
Hickey, A., & Riddle, S. (2023). The practice of relationality in classrooms: Beyond relational pedagogy as empty signifier. Teachers and Teaching, 29(6), 577–591. https://doi.org/10.1080/13540602.2023.2202389 DOI: https://doi.org/10.1080/13540602.2023.2202389
Hickey, A., Curthoys, W., Wright, T., y Riddle, S. (2025). Whole-school relational pedagogy: Establishing the climate for effective student engagement. Teachers and Teaching, 32(2), 272–288. DOI 10.1080/13540602.2025.2500037 DOI: https://doi.org/10.1080/13540602.2025.2500037
Keys, T. D., Skouteris, H., & Greenwood, C. J. (2024). Pre-service teachers’ relationship skills and beliefs about social-emotional learning. Teaching and Teacher Education, 144, Article 104752. https://doi.org/10.1016/j.tate.2024.104752 DOI: https://doi.org/10.1016/j.tate.2024.104578
König, J., Heine, S., Weyers, J. et al. (2025). Effectiveness of interventions in teacher education: Synthesis of reviews (2010–2024). Z Erziehungswiss 28, 1345–1388 https://doi.org/10.1007/s11618-025-01319-x DOI: https://doi.org/10.1007/s11618-025-01319-x
Li, H. (2025). Reflective practice for pre-service teachers’ professional development. SAGE Open, 15(3). https://doi.org/10.1177/21582440251363136 DOI: https://doi.org/10.1177/21582440251363136
Longobardi, C., Sagone, E., & Crescentini, A. (2024). Highlights in educational psychology: Teacher–student relationship [Editorial]. Frontiers in Psychology, 15, Article 1529198. https://doi.org/10.3389/fpsyg.2024.1529198 DOI: https://doi.org/10.3389/fpsyg.2024.1529198
Mamas, C., & Trautman, D. (2025). Defining and exploring relational inclusivity: Attending to inclusion across four dimensions of schooling. Frontiers in Education, 10, Article 1544512. https://doi.org/10.3389/feduc.2025.1544512 DOI: https://doi.org/10.3389/feduc.2025.1544512
Marmet, M. D. (2023). Bridging the power gap: The impact of pedagogical strategies and relationship-building on student success. Journal of Research in Innovative Teaching & Learning, 16(3), 340–358. https://doi.org/10.1108/JRIT-01-2023-0009 DOI: https://doi.org/10.1108/JRIT-01-2023-0009
Marttila, J., Fukkink, R., & Silvén, M. (2024). Enhancing early childhood education student teachers’ mentalization, interaction, and relationships: An online intervention. European Early Childhood Education Research Journal, 32(4), 545–561. https://doi.org/10.1080/1350293X.2023.2266782 DOI: https://doi.org/10.1080/1350293X.2023.2266782
Miotto, A. I., da Costa Polonia, A., & Suyo-Vega, J. A. (2022). Revisión sistemática sobre la formación inicial del profesorado en tecnologías digitales: Iniciativas y posibilidades. Bordón. Revista de Pedagogía, 74(2), 61–77. https://doi.org/10.13042/Bordon.2022.90806 DOI: https://doi.org/10.13042/Bordon.2022.90806
Nguyen, T. D., Sorensen, A. L., Andersen, C. B., & Simonsen, M. (2024). Mentoring in practicum: Supporting student teachers’ learning to notice with collaborative observational tools. Professional Development in Education, 50(5), 920–934. https://doi.org/10.1080/19415257.2024.2441837 DOI: https://doi.org/10.1080/19415257.2024.2441837
Orland-Barak, L., & Wang, J. (2021). Teacher mentoring in service of preservice teachers’ learning to teach: Conceptual bases, characteristics, and challenges for teacher education reform. Journal of Teacher Education, 72(1), 86–99. https://doi.org/10.1177/0022487119894230 DOI: https://doi.org/10.1177/0022487119894230
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, Article n71. https://doi.org/10.1136/bmj.n71 DOI: https://doi.org/10.1136/bmj.n71
Paidican Soto, M. A., & Arredondo Herrera, P. A. (2025). Revisión de alcance de la formación inicial docente en pedagogía de educación básica en Chile. Revista Científica en Ciencias Sociales, 7(1), Article e701124. https://doi.org/10.53732/rccsociales/e701124 DOI: https://doi.org/10.53732/rccsociales/e701124
Rangarajan, R. (2025). Relational pedagogy for inclusion in (in)action: Exploring relational encounters in teaching and learning at a rural small school in India. International Journal of Educational Research, 130, Article 102620. https://doi.org/10.1016/j.ijer.2025.102620 DOI: https://doi.org/10.1016/j.ijer.2025.102620
Riddle, S., & Hickey, A. (2024). Proposing a conceptual framework for relational pedagogy: Pedagogical informality, interface, exchange and enactment. International Journal of Inclusive Education, 27(13), 1564–1577. https://doi.org/10.1080/13603116.2023.2259906 DOI: https://doi.org/10.1080/13603116.2023.2259906
Sohdi, R. (2025). A design-based approach to bridging the gap between university learning and classroom pedagogy in initial teacher education. Journal of Learning Development in Higher Education, (34). 1-27. https://doi.org/10.47408/jldhe.vi34.1376 DOI: https://doi.org/10.47408/jldhe.vi34.1376
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2026 Castro Neyra, Lizardo David, Martínez Zumarán, Ana Cecilia, Montesinos Chávez, María Elena , Pariente Arenas, Ivette , Ticona Oviedo, Flor Amparo
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
