Theoretical Foundations of Continuous Teacher Education for Improving the Quality of Learning Outcomes at the Secondary Level.
Keywords:
Theoretical framework, Continuous education, Educational quality, Teacher competencies, Secondary levelAbstract
The quality of learning outcomes at the secondary level constitutes a central challenge for contemporary educational systems, especially in contexts of diversity and limited resources. This article presents the theoretical framework that underpins a doctoral research project aimed at developing a continuous teacher education methodology to improve this quality in Educational District 16-01 of Cotuí, Dominican Republic. The objective of the research is to systematize the theoretical and conceptual foundations that explain the relationship between continuous teacher education, the development of professional competencies, and the improvement of learning outcomes at the secondary level. An exhaustive documentary review of specialized literature was carried out, integrating pedagogical approaches, learning theories, and educational quality perspectives published between 1998 and 2026. As a result, the theoretical framework is structured around four main axes: 1) educational quality as a multidimensional concept, 2) continuous education as a reflective and contextualized process, 3) pedagogical and professional teacher competencies, and 4) active methodologies and soft skills as pillars of educational innovation. In conclusion, the coherent articulation of these theoretical constructs allows for understanding continuous teacher education not as an isolated action, but as a strategic axis for pedagogical transformation and the sustainable improvement of learning outcomes.
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