Pedagogical Strategies for the Development of Inquiry-Based Learning in Teacher Education: A Systematic Review of the Literature from 2014 to 2024

Saavedra Carrasco J.M.; Ardiles Hidalgo I.L.; Saavedra Carrasco L.A.; Saavedra Carrasco J.G.; del Rosario Vasquez Barboza E. · International Journal of Learning in Higher Education (2025) · DOI: 10.18848/2327-7955/cgp/v32i02/293-313

Resumen

This systematic review aimed to analyze the pedagogical strategies employed in teacher training to develop inquiry-based teaching skills during the 2014 to 2024 period. A comprehensive search was conducted in four databases (Scopus, Web of Science, EBSCO, and Wiley), using predefined inclusion and exclusion criteria. A total of thirty-eight studies were selected for the final analysis; these studies were thematically coded and analyzed via descriptive statistics. The results revealed diverse effective pedagogical strategies, highlighting the importance of pedagogical knowledge, instructional strategies, and research skills in inquiry-based teacher training. Facilitating factors such as institutional support, resource availability, and pedagogical assistance were identified, alongside obstacles such as time constraints, limited resources, and curricular demands. The proposed recommendations include the explicit integration of research skills, the promotion of multidimensional approaches, and the strengthening of support systems and resources within teacher training programs. These findings have significant implications for understanding and improving teacher training in the field of inquiry-based teaching. Longitudinal studies should be conducted, as should research the role of educational policies and school leadership in fostering a culture of inquiry in teacher training and educational practice.

Instituciones: Universidad César Vallejo