El aprendizaje basado en problemas como impulsor del desarrollo de competencias docentes: una revisión narrativa

Abstract

Context: Contemporary education demands methodologies that transform teacher training and strengthen professional competencies in the face of constantly changing social environments. Problem-Based Learning is a pedagogical alternative that places the student at the center of the learning process and reorients the teacher's role toward reflective mediation. Objective: To analyze how Problem-Based Learning influences the development of teaching competencies. Methodology: A narrative review was conducted using the QR abbreviated method. This involved formulating three research questions, constructing Boolean equations with descriptors related to Problem-Based Learning and teaching competencies, searching the Scopus and Woe of Science databases, applying inclusion and exclusion criteria, and selecting scientific articles published between 2022 and 2026. Results: Problem-Based Learning is an active methodology that promotes knowledge construction through the resolution of contextualized problems, strengthens planning, execution, and evaluation skills, enhances critical thinking, self-efficacy, collaborative work, and pedagogical innovation, and facilitates the implementation of authentic assessments. Conclusion: Problem-Based Learning transforms teaching practice by changing the roles of the teacher and the student, mobilizes knowledge, skills, and attitudes in the face of complex challenges, and is an effective pathway for the development of teaching competencies.