<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1992-8238</journal-id>
<journal-title><![CDATA[Varona. Revista Científico Metodológica]]></journal-title>
<abbrev-journal-title><![CDATA[Varona]]></abbrev-journal-title>
<issn>1992-8238</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Ciencias Pedagógica Enrique José Varona]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1992-82382025000300001</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Formación docente: enfoques pedagógicos innovadores para el fortalecimiento de competencias profesionales en el siglo XXI]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher training: innovative pedagogical approaches for strengthening professional competencies in the 21st century]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bernal Parraga]]></surname>
<given-names><![CDATA[Augusto Paolo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Álvarez Santos]]></surname>
<given-names><![CDATA[Alexandra Paola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mite Cisneros]]></surname>
<given-names><![CDATA[María Antonieta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de las Fuerzas Armadas ESPE  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Estatal de Milagro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Ministerio de Educación  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<numero>84</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1992-82382025000300001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1992-82382025000300001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1992-82382025000300001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo revela enfoques innovadores en la enseñanza para la formación pedagógica de los docentes, sobre el desarrollo de las competencias profesionales para afrontar los desafíos del siglo XXI. El objetivo del estudio fue: evaluar los modelos formativos diseñados con aprendizaje activo, integración de tecnología y reflexión metacognitiva, en contextos universitarios que impactan en el desarrollo profesional continuo de los docentes. La investigación empleó un diseño de métodos mixtos: secuencial explicativo y cuantitativo. Contó con una encuesta estructurada, complementada con una entrevista semiestructurada y grupos focales, diseñados para obtener la comprensión de las percepciones y experiencias de los participantes. Se empleo estadística descriptiva para identificar las variables pedagógicas que eran más propensas a fortalecer el desarrollo de las competencias profesionales, mientras que la codificación temática descubrió categorías emergentes como: &#8220;enseñanza colaborativa&#8221;, &#8220;uso crítico de TIC&#8221; y &#8220;autoregulación profesional&#8221;. Los resultados de la investigación señalaron que los programas que incorporan estrategias como aulas invertidas, laboratorios digitales y enseñanza simultánea en equipo, resultan en un aumento significativo (p &lt; 0.05) en la autopercepción de competencia, especialmente en los dominios digital y metacognitivo. Además, los docentes que fueron formados a través de proyectos reales o simulaciones autogestionadas, demostraron mayor confianza y autonomía docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article reveals innovative approaches to teaching for teacher pedagogical training, addressing the development of professional competencies to address the challenges of the 21st century. The study's objective was to evaluate training models designed with active learning, technology integration, and metacognitive reflection in university contexts that impact teachers' continuing professional development. The research employed a mixed-methods design: explanatory sequential and quantitative. It included a structured survey, complemented by a semi-structured interview and focus groups, designed to gain an understanding of participants' perceptions and experiences. Descriptive statistics were used to identify the pedagogical variables most likely to strengthen the development of professional competencies, while thematic coding uncovered emerging categories such as "collaborative teaching," "critical use of ICTs," and "professional self-regulation." The research results indicated that programs that incorporate strategies such as flipped classrooms, digital labs, and simultaneous team-teaching result in a significant increase (p&lt;0.05) in self-perceived competence, especially in the digital and metacognitive domains. Furthermore, teachers who were trained through real-life projects or self-managed simulations demonstrated greater confidence and teaching autonomy.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[digitalización educativa]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje colaborativo]]></kwd>
<kwd lng="es"><![CDATA[metacognición]]></kwd>
<kwd lng="en"><![CDATA[critical thinking]]></kwd>
<kwd lng="en"><![CDATA[educational digitalization]]></kwd>
<kwd lng="en"><![CDATA[collaborative learning]]></kwd>
<kwd lng="en"><![CDATA[metacognition]]></kwd>
</kwd-group>
</article-meta>
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