La evolución de los modelos de investigación-acción en la formación inicial docente: Una revisión sistemática

Abstract

Background: Initial teacher education faces the ongoing challenge of articulating the theoretical foundations acquired at university with practical experiences developed in educational settings. In this context, action research is recognized as a formative strategy that promotes critical reflection and the development of professional teacher identity. Objective: To analyze the evolution of action research models applied to university-based teaching practice between 2000 and 2026. Methodology: A systematic literature review was conducted following the PRISMA methodology. Searches were performed in the Scopus, Web of Science, and SciELO databases using the Boolean operators AND and OR, with descriptors related to action research, initial teacher education, and reflective practice. Empirical articles published in peer-reviewed journals and involving student teachers in teaching practice were included. Of the 342 records identified, 22 studies met the selection criteria. Results: The findings revealed a progressive evolution of action research models toward reflective, collaborative, and participatory approaches. However, a gap was identified between the deliberative principles promoted by these models and institutional structures characterized by curricular rigidity, administrative demands, and organizational constraints. Conclusions: Action research constitutes a fundamental tool for strengthening professional teacher identity and fostering the connection between theory and practice. Nevertheless, its formative impact depends on institutions’ capacity to make educational processes more flexible, promote spaces for critical reflection, and create conditions that enable active participation by future teachers.