Innovación educativa entre el bienestar y el malestar docentes: una revisión sistemática de la literatura
DOI:
https://doi.org/10.5902/1984644485337Palabras clave:
Bienestar/malestar del docente, Identidad profesional docente, Innovación educativaResumen
Los desafíos que los nuevos discursos educativos están generando actualmente, especialmente en la enseñanza y en las aulas, invitan a revisar las causas y concepciones del bienestar docente y las relaciones que se establecen con la innovación en educación. El objetivo de este trabajo es identificar y sistematizar las condiciones profesionales que hoy determinan el desarrollo de este sentimiento en las escuelas, a través de un análisis de las evidencias empíricas reportadas en la literatura científica. La metodología consistió en una revisión sistemática de artículos científicos publicados al respecto en los últimos cinco años, de acuerdo con las indicaciones de la Declaración PRISMA 2020 y utilizando como base de datos Scopus. Como resultado, de los 16 artículos analizados, solo uno de ellos aborda la conexión entre bienestar docente e innovación educativa. Los datos recogidos nos muestran la necesidad de realizar nuevas investigaciones que tengan como objeto heurístico el aula y las prácticas docentes, ya que esta parece la única manera de escapar al carácter anecdótico y acrítico que predomina en gran parte de la literatura sobre el bienestar y el malestar de los docentes.
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