Formación docente en competencias ciudadanas globales: una revisión sistemática de literatura

Abstract

Abstract The objective was to explore about teacher training in global citizenship competencies (GCC). A study composed of a mapping and systematic literature review is presented. A total of 140 articles (100 in English and 40 in Spanish) published between 2016 and 2022 were reviewed. Four questions were posed about the meaning of global citizenship competencies, innovative educational practices, the role assumed by the teacher, and the way in which future teachers are prepared. The findings show that there are few nations (40) that publish on the subject. In the case of Latin America, Colombia is a promising reference. With respect to the answers to the questions, it is stated that from the conceptual definition of GCC, several comprehension problems have been detected that influence the application of didactic strategies. It was also found that there is a tendency to compare levels of competency development among teachers from different countries. In addition, interactive and creative strategies are being implemented to encourage teachers to foster dialogue, criticism, reflection, and action in their students. It is recommended to continue with more specific studies on different modalities, strategies, and technologies to strengthen GCC.