Irvin Rodolfo Tapia Bernabé, Yonar del Sol Ávila, Yunier Guerra Borrego

Innovación en la formación docente mediante intervención pedagógica: aportes del modelo comparado México-Cuba

Introduction

Innovación en la formación docente mediante intervención pedagógica: aportes del modelo comparado méxico-cuba. Modelo pedagógico innovador para la formación docente, basado en la colaboración comparada México-Cuba. Integra equidad, justicia social y vínculos escuela-comunidad.

Abstract

Este estudio tuvo como objetivo construir y validar un modelo de intervención pedagógica para la formación de futuros educadores, a partir de la colaboración comparada entre México y Cuba. Con un diseño cualitativo basado en revisión documental y sistematización de experiencias, se identificaron seis fases: diagnóstico participativo, problematización colectiva, diseño del plan de acción, implementación colaborativa, evaluación-sistematización y socialización de resultados. Los hallazgos muestran que la integración de los principios de la Nueva Escuela Mexicana —centrados en equidad y justicia social— con la tradición educativa cubana de vínculos escuela–comunidad, genera un marco metodológico innovador y transferible. El modelo articula enfoques de socioformación, aprendizaje-servicio e investigación basada en el diseño, fortaleciendo las competencias profesionales, éticas y sociales de los estudiantes de pedagogía.

Review

This study, "Innovación en la formación docente mediante intervención pedagógica: aportes del modelo comparado México-Cuba," presents a highly relevant and timely contribution to the field of teacher education and comparative pedagogy. The central objective—to construct and validate a pedagogical intervention model for future educators through a unique Mexico-Cuba comparative collaboration—is ambitious and addresses a critical need for innovative teacher training approaches in Latin America. The qualitative design, relying on documentary review and systematization of experiences, offers a robust methodological foundation for identifying and structuring the proposed intervention model, signaling a thoughtful and systematic approach to educational research. A significant strength of this work lies in the detailed articulation of the six-phase intervention model: diagnostic participativo, problematización colectiva, diseño del plan de acción, implementación colaborativa, evaluación-sistematización, and socialización de resultados. This structured approach provides a clear roadmap for implementation and demonstrates a comprehensive understanding of pedagogical development. The abstract effectively highlights the innovative synergy achieved by integrating the equity and social justice principles of Mexico's Nueva Escuela Mexicana with Cuba's established tradition of strong school-community links. This synthesis results in a methodologically rich framework, further bolstered by the articulation of socioformation, service-learning, and design-based research approaches, all aimed at strengthening the professional, ethical, and social competencies essential for future educators. The potential implications of this transferable model are substantial, offering valuable insights for curriculum development and policy-making in teacher training institutions across the region. While the abstract strongly asserts the model's validation, the full paper would benefit from a detailed exposition of the validation process and the specific criteria used to ascertain its effectiveness and transferability. Such details would further solidify the claims of innovation and applicability. Nevertheless, this research clearly paves the way for a more contextually relevant and socially engaged approach to teacher education, making a compelling case for the power of international collaboration in advancing pedagogical innovation. This study is poised to significantly impact discussions on teacher professional development and comparative educational models.

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