Introduction. Microteaching (MT) aims to reduce gaps in Initial Teacher Education (ITE) by bringing prospective teachers closer to the realities of educational practice. The diverse ways in which MT is applied raise the need to understand the different emphases and modalities of implementation. Objective. To analyze empirical research on microteaching in ITE published between 2020 and 2024, focusing on its educational purposes and implementation dynamics. Methodology. A systematic review was conducted using the PRISMA (2020) protocol in two stages: document identification and screening (September 2024–January 2025) and thematic analysis. Searches of Web of Science and Scopus used the terms “microteaching” and “pre-service teacher” and included peer-reviewed empirical articles on ITE published in Spanish or English from 2020 to 2024. Of the 24 records initially identified, 1 duplicate was removed and 3 articles were removed because they addressed continuing education or teacher professional development; a final sample of 20 articles was obtained. These articles were examined through thematic analysis (Braun & Clarke, 2006) using Atlas.ti 25. Results. Two thematic cores were identified: implementation contexts, characterized by the predominance of face-to-face settings and simulations, alongside the emergence of virtuality and mixed reality; and learning opportunities, including attitudes, experience design, theory-practice linkage, didactic action, and the content of reflection. Conclusions. The mere incorporation of MT does not guarantee the overcoming of gaps in ITE; its potential depends on the implementation design and the formative meaning assigned to it. As a theoretical contribution, the study conceptualizes MT as a device that integrates attitudinal, reflective, and practical dimensions. It recommends that ITE programs and teacher education institutions develop contextualized and authentic designs that transcend technical execution.
Introduction. Non-face-to-face learning modalities, including virtual and distance learning, aim to transfer instructional content from face-to-face education to remote environments mediated by technology and the internet, without the need for physical attendance in a classroom. Objective. To compare student pass rates in secondary education under virtual and distance learning modalities in Costa Rica, based on data from the National College of Distance Education (NCDE) for 2024. Method. This quantitative, nonexperimental, comparative study included a sample of 804 students from educational sites offering virtual and distance learning. Data were collected from NCDE records and analyzed using descriptive statistics and Bayesian hypothesis testing. Results. The pass rate was higher in the virtual modality (79.2%) than in the distance learning modality (73.4%), although the difference was not statistically significant. Women showed a significantly higher average pass rate (77.0%) than men (58.3%). No statistically significant differences were found between women and men within each modalities. Conclusions. The pass rate in virtual and distance learning is equivalent and does not depend on student gender, suggesting comparable student performance across both modalities, although it is important to note that women performed significantly better. This implies that online education can replace traditional distance education without a significant change in student performance.
Introduction. This study analyzes the implementation of the functional method as a pedagogical strategy in special language schools and examines its effectiveness in the development of linguistic skills in children with language disorders. The approach is based on the use of language in meaningful and natural contexts adapted to individual needs. In doing so, it overcomes the limitations of traditional methods and promotes enriching social interactions. At the same time, it remains in tension with current challenges of inclusive education. Objective. To determine how the functional method contributes to the linguistic and social development of students with language disorders, considering the factors that influence its sustained implementation in specialized contexts. Methodology. A qualitative research design with a phenomenological approach was applied through multiple case studies in six special education schools. Twenty professionals, selected based on their experience, participated in the study. They were organized into ten dyads, each consisting of a teacher and a speech-language pathologist. Data were collected through semistructured interviews and focus groups and analyzed using hermeneutic techniques to interpret participants’ discourses and pedagogical practices. Results. Significant improvements were observed in students’ linguistic skills. The role of symbolic play and the active involvement of families and peers were also highlighted. At the same time, Barriers such as limited teacher training and institutional rigidity were also identified; these barriers hinder the sustainability of the method. Conclusions and implications. The functional method emerges as an effective alternative to traditional approaches by strengthening students’ language development and social interaction. The study recommends implementing teacher training programs and promoting interdisciplinary collaboration to ensure its sustained application in specialized educational settings.
Introduction. Educational equity is a core principle of democratic education systems. However, its conceptual definition remains contested in scientific research, limiting its analytical clarity and practical application. The term is frequently associated with equality, justice, or educational quality, giving rise to persistent conceptual tensions. Objective. This study aims to analyze how educational equity is conceptually characterized in international research and to identify its defining features and relationships with other key educational concepts. Analysis. A scoping review was conducted following the PCC framework, the PRISMA-ScR protocol, the PRISMA 2020 diagram, and the SALSA framework. Articles published between 2013 and 2022 were retrieved from Web of Science, Scopus, and ERIC. Fifty-three empirical studies explicitly defining educational equity were analyzed using qualitative coding supported by grounded theory principles. Results. Findings show that educational equity is defined primarily in relation to other concepts rather than as an autonomous concept. Twenty characteristics were identified and organized into four categories: essential and relevant characteristics (primary), and complementary and additional characteristics (secondary), highlighting the multidimensional and relational nature of the concept. Conclusions. The lack of conceptual consistency limits the transfer of educational equity to public policy and educational practice. This review provides an integrative conceptual framework, supports conceptual clarity, and strengthens evidence-based educational policy and research.
Objective. Analyze the development of digital teaching competencies in the areas of Information and Digital Literacy, and Communication and Collaboration, through a flipped classroom strategy implemented with first aid facilitators of the Costa Rican Red Cross. Methodology. A qualitative study derived from an action research process was conducted during the implementation of a contextualized virtual learning environment, designed based on the ADDIE model and the flipped classroom methodology. For the analysis, triangulation was carried out using self-perception questionnaires, communication products developed by participants, and learning journals. Results. A significant improvement in digital teaching competencies was identified at the end of the training process, resulting from their progressive, transversal, and iterative development, fostered by contextualized instructional design, the flipped classroom methodology, and authentic learning strategies. The triangulation between self-perceptions and evidence from communication products related to first aid teaching in the Costa Rican Red Cross made it possible to confirm the mobilization of competencies, as well as to identify areas requiring further strengthening. Conclusion. This experience demonstrates that contextualized instructional design, supported by active methodologies, promotes the transversal and iterative development of digital teaching competencies and provides an alternative for innovating first aid education through the use of technology as a tool for thinking within non-formal education contexts.
