Perspectives and challenges in teacher training in the Dominican Republic based on a qualitative review of the literature

Abstract

The aim of this study was to analyze the prospects and challenges in teacher training in the Dominican Republic through a qualitative review of scientific literature published between 2015 and 2025. An interpretive and critical approach was applied, using a systematic documentary analysis of relevant theoretical and empirical studies. The information was organized using a conceptual categorization matrix, identifying key topics such as educational policies, continuing education, inclusive education, and the use of technology in teaching. The results reveal progress in the implementation of teaching policies, pedagogical support, and regulations for excellence in training, although limitations related to insufficient resources, supervision, and contextualization of continuing education persist. Inclusive education and technological integration emerge as priority areas that require greater attention. In conclusion, it is necessary to strengthen the link with classroom realities, mentor training, and the provision of inclusive and flexible programs. It is recommended that policies be continuously evaluated and research expanded to ensure quality teacher training capable of responding to the challenges of the Dominican education system. This analysis provides a comprehensive overview that can guide future strategies for professional development and educational improvement.