Teaching processes in teachers and their impact on learning: a systematic review
DOI:
https://doi.org/10.5281/zenodo.15939737Keywords:
learning, teaching, strategies, didactic processesAbstract
The present study aimed to analyze the implications of the didactic processes implemented by teachers and their impact on learning. To this end, a systematic review was conducted using the PRISMA methodology, selecting articles published between 2020 and 2025 in the Scopus and Scielo databases, using keywords in Spanish and English such as "didactic processes" AND "teachers." Only open-access articles were included, excluding paid articles, as well as books, conferences, and theses. After applying the inclusion and exclusion criteria, 10 relevant articles were identified in Scopus and 91 in Scielo; of these, 5 from Scopus and 16 from Scielo were analyzed in depth, totaling 21 studies. The results show that teacher training requires critical reflection aimed at strengthening the understanding and application of innovative teaching resources. The implementation of innovative strategies is identified as key to the development of students' critical thinking, autonomy, and collaborative work. Likewise, both teachers and educational institutions must embrace conscious teaching, fostering continuous improvement in initial and ongoing teacher training. The integration of components such as autonomy and connection to the social and professional environment emerges as essential to raising the quality of the teaching-learning process. Finally, the need to include training in technological tools and subject-specific strategies is highlighted, as their proper application positively impacts learning outcomes.
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