Marco SMART en la formación docente para Entornos Virtuales de Aprendizaje: revisión sistemática de competencias pedagógicas y resultados formativos
DOI:
https://doi.org/10.70577/cieninter.v4i3.56Palabras clave:
Formación de docentes; Aprendizaje electrónico; Tecnología educacional; Objetivo educacional; Educación a distancia.Resumen
La formación docente para Entornos Virtuales de Aprendizaje exige estrategias capaces de articular objetivos, seguimiento y transferencia de lo aprendido hacia la práctica pedagógica, por lo que esta revisión analizó si la incorporación del marco SMART, en comparación con estrategias de formación que no lo utilizan, mejora las competencias pedagógicas y los resultados de la formación docente. Se realizó una revisión sistemática de publicaciones entre 2021 y 2026 localizadas en SCOPUS, Web of Science, SciELO y Google Académico, organizando la evidencia mediante una matriz narrativa que integró diseño, población, intervención, comparador, desenlaces, estimaciones de efecto, conclusiones y limitaciones. Los estudios mostraron que las intervenciones estructuradas, personalizadas y apoyadas por retroalimentación pueden mejorar competencias digitales, conocimiento tecnológico-pedagógico, autoeficacia y aplicación práctica, con efectos de magnitud variable según el diseño y el desenlace evaluado. Los estudios con grupo de comparación ofrecieron evidencia más consistente que los diseños de grupo único, mientras que algunos efectos disminuyeron en el seguimiento o no mejoraron al añadir apoyos adicionales. La evidencia específica sobre SMART fue limitada, dado que los estudios que incorporaron establecimiento estructurado de metas no aislaron su efecto mediante comparaciones controladas y, en varios casos, evaluaron formulación de objetivos más que transferencia pedagógica. Cabe resaltar que la eficacia de la formación dependió también de personalización, retroalimentación, contexto institucional y oportunidades de aplicación. Por consiguiente, SMART puede funcionar como componente organizador del desarrollo profesional, aunque su superioridad causal frente a estrategias no SMART no quedó demostrada.
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Derechos de autor 2026 Magali del Rosario Curillo Andrade, Isabel Alexandra Romero Vallejo, Ricardo Sebastián Tamayo Pozo, Jheisson Chayan Cuenca Arevalo
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
