Formación docente, orientación profesional pedagógica y educación en valores: triada esencial para la escuela actual

Abstract

This article addresses teachers' insufficient preparation to integrate continuing professional development, pedagogical guidance, and values education into their practice, fragmenting these three essential pillars in today's schools. The objective was to design a teacher preparation strategy based on experiential workshops, learning communities, and situated support to strengthen the competencies of early childhood, lower secondary and pre-university teachers in integrating this triad. Theoretical methods (document analysis, systematization) and empirical methods (pretest-posttest with experimental and control groups, classroom observations, interviews with 120 teachers from three Cuban municipalities) were employed. The results showed that, after implementing the strategy for one semester, the experimental group significantly improved in integrative performance (35%), professional guidance (30%), and value coherence (42%) compared to the control group. The strategy is effective and scalable; its generalization would contribute to consolidating the training triad as a central axis of the contemporary school.