Perspective on Dominican programs for the initial training of technical teachers with non-pedagogical qualifications

Abstract

The issue of the initial training of technical teachers with non-pedagogical qualifications focuses on the absence of a systematic characterization of existing programs, as well as the lack of coherence between public policies and actual training practices. For this reason, the present literature review is conducted with the aim of identifying the main characteristics and challenges faced by these teachers based on their specific training, highlighting the need for more comprehensive preparation that includes pedagogical and methodological aspects. To carry out the research, a qualitative analysis of various bibliographic sources was employed, including academic articles, institutional reports, and case studies addressing the training of technical teachers in the Dominican Republic. Through this process, information was gathered about the prevailing educational approaches, the curriculum structure, and graduates' perceptions of their teacher preparation. The results show that, although current programs offer a solid technical focus, there is a significant lack of pedagogical training, which limits teachers' ability to implement effective teaching strategies in the classroom. Furthermore, the need to establish educational policies that integrate technical training with a strong pedagogical component is highlighted. In conclusion, the review emphasizes the importance of rethinking the initial training of technical teachers in the Dominican Republic, promoting a model that ensures quality education in line with the demands of the contemporary educational system.