Intervenciones educativas para fortalecer la competencia argumentativa en la Formación Inicial Docente

Olivia J. CANALES-RODRIGUEZ; Luz N. REVILLA-SALAZAR; Katia C. MARTÍNEZ LAZO

doi:10.48082/espacios-a26v47n05-e14

Authors

Olivia J. CANALES-RODRIGUEZ Cesar Vallejo University Author
Luz N. REVILLA-SALAZAR Cesar Vallejo University Author
Katia C. MARTÍNEZ LAZO EESP La Inmaculada Author

DOI:

https://doi.org/10.48082/espacios-a26v47n05-e14

Keywords:

educational interventions, argumentative competence, initial teacher education, critical thinking, argumentative writing

Abstract

This systematic review analyzed 55 articles published between 2022 and 2026 in Scopus and SciELO on educational interventions aimed at strengthening argumentative competence in initial teacher education. The findings showed that debate, guided writing, feedback, digital resources, and evidence analysis promote critical thinking, argument organization, and pedagogical decision-making. Curricular, methodological, and ethical limitations remain, requiring longitudinal research and stronger teacher mediation.

References

Aarar, M., & Pérez, C. (2025). Enhancing Evidence-Based Writing and Critical Thinking Skills of High School Students by Implementing a Debating-via-Zoom Approach. Education Sciences, 15(9). https://doi.org/10.3390/educsci15091204

Abdel, M. M. M., Alghizzi, T. M., & Alshahrani, T. M. (2024). The impact of genre-based instruction on Saudi university students’ English writing performance and motivation: a mixed-method study. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1387009

Altun, E., & Ozsevgec, T. (2025). Making Argumentation-Based Learning and Teaching Happen: Exploring the Development of Pre-Service Science Teachers’ Argumentation Competencies. Science and Education, 34(6), 4057–4106. https://doi.org/10.1007/s11191-024-00612-1

Ato, L. A., Quispe, G. C., & Guillén, J. Y. C. (2022). Inferential reading comprehension level and its relationship with the production of argumentative texts. Boletin de la Academia Peruana de la Lengua, 71(71), 399–429. https://doi.org/10.46744/bapl.202201.013

Baaziz, S., & de Vicente, M. I. (2023). Didactics of written argumentation with Spanish as a Foreign Language (SFL) students at university level in Algeria. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1192823

Bauer, E., Sailer, M., Kiesewetter, J., Fischer, M. R., & Fischer, F. (2022). Diagnostic argumentation in teacher education: Making the case for justification, disconfirmation, and transparency. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.977631

Bermeo, S., Tasayco, A., & Menacho, A. (2025). Estrategias didácticas para el desarrollo del pensamiento crítico en educación secundaria: un análisis sistemático. Revista InveCom, 6(1), 1–10. https://zenodo.org/records/15258114

Bernilla, E. B. (2024). Docentes ante la inteligencia artificial en una universidad pública del norte del Perú. Educación, 33(64), 8–28. https://doi.org/10.18800/educacion.202401.m001

Calcagni, E., Gröschner, A., & Klaß, S. (2024). How to Promote Dialogic Teaching During a Field Experience: A Quasi-Experimental Study of Preservice Teachers’ Perceptions of Video- and Simulation-based Learning. Pensamiento Educativo, 61(2). https://doi.org/10.7764/PEL.61.2.2024.6

Cardenas, M., Melendez, J., & Napa, L. (2025). Revisión sistemática sobre las implicancias del pensamiento crítico en estudiantes. SciELO, 6(1), 1–11. https://orcid.org/0009-0001-0970-3162

Castellanos, A., & Cortés, J. (2024). Círculos de Escritura en Universidades de Iberoamérica. Una mirada bibliométrica. Biblioteca Digital Repositorio Académico, 33(4), 233–253. https://doi.org/10.5281/zenodo.13887679

Chambi, E. (2025). Aprendizaje invertido con retroalimentación formativa para la producción de ensayos académicos argumentativos en estudiantes de estudios generales de una universidad pública. e-Revista Multidisciplinaria del Saber, 1–13. https://doi.org/10.61286/e-rms.v3i.305

Chang, D., Lin, M. P. C., & Hwang, G. J. (2025). Charting the field: a review of argument visualization research for writing, learning, and reasoning. En Frontiers in Education (Vol. 10). Frontiers Media SA. https://doi.org/10.3389/feduc.2025.1672105

Chaseley, T. L., & Abercrombie, S. (2025). Using scaffolds to support preservice teachers’ reflective practice. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1621269

Chávez, O., & Sánchez, F. de M. (2025). Interculturality and EIB teacher training. Perceptions from pedagogical practice. Desde el Sur, 17(2). https://doi.org/10.21142/DES-1702-2025-0019

Christenson, N., & Walan, S. (2023). Developing Pre-service Teachers’ Competence in Assessing Socioscientific Argumentation. Journal of Science Teacher Education, 34(1), 1–23. https://doi.org/10.1080/1046560X.2021.2018103

Córdova, P., Betancourt, A., & Hernández, Ú. (2022). The impact of collaborative writing on the organization of university texts. Boletin de la Academia Peruana de la Lengua, 72, 293–327. https://doi.org/10.46744/BAPL.202202.009

Correa, R., & Padilla, K. (2025). La argumentación en las clases de química de secundaria: una experiencia de caso. Educación Química, 36(1), 139–154. https://doi.org/10.22201/fq.18708404e.2025.1.88811

Cruz, M. C., Delgado-, R. C., Quiroz, J. E., & Rincón, R. A. (2023). Reading strategies for college English language learners. Revista Arbitrada Interdisciplinaria Koinonía, 8(15), 137–155. https://doi.org/10.35381/r.k.v8i15.2460

Direkci, B., Akbulut, S., Şimşek, B., Gülmez, M., & Nalçacıgil, E. (2022). Analysis of pre-service teachers’ argumentation-based academic writing process. Frontiers in Psychology, 13.

Espejo, G., Toledo, E. T., Gómez, M. P., Montoya, R., & Quevedo, C. L. (2026). Influencia de la escucha activa, la expresión oral, la lectura y la escritura en la práctica preprofesional docente. Prohominum, 8(1), 27–42. https://doi.org/10.47606/acven/ph0424

Ferguson, L. E., & Bråten, I. (2022). Unpacking pre-service teachers’ beliefs and reasoning about student ability, sources of teaching knowledge, and teacher-efficacy: A scenario-based approach. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.975105

Fernández, L., Guillén, P. G.-A., & Fukuhana, M. (2023). Desarrollo de la capacidad argumentativa de estudiantes de Odontología en el uso de un foro educativo virtual. Revista Estomatológica Herediana, 33(4), 365–371. https://doi.org/10.20453/reh.v33i4.5122

Figueroa, A., & Donoso, F. (2023). Argumentación y Formación Inicial Docente: Tensiones curriculares y didácticas en la educación terciaria. Chakiñan, Revista de Ciencias Sociales y Humanidades, 1(20), 24–40. https://doi.org/10.37135/chk.002.20.01

Flores, F., Vásquez, C. R., & Morales, E. A. (2026). Propuesta metodológica basada en el modelo de toulmin, articulada con el área de matemáticas, en el desarrollo de competencias argumentativas. RIDE Revista Iberoamericana para la Investigación y el Desarrollo Educativo, 16(31). https://doi.org/10.23913/ride.v16i31.2797

Fredriksson, A. L. (2025). GIFT-AI: “I’m scared that the AI feedback is too much!”—preservice (English) teachers’ feedback strategies and their use of GenAI for feedback. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1612398

Gavidia, J., Flores, E., Hurtado, S., Camposano, A., & Montero, I. (2024). Deficiencias lingüísticas y la comunicación escrita en estudiantes universitarios. Aula Virtual, 5(12), 372–373. https://doi.org/10.5281/zenodo.13953537

Gebera, O. T., Rosales-Márquez, C., Gutiérrez-Aguilar, O., Chirinos-Tovar, K., Ramírez-García, A., & Aguaded, I. (2025). Media literacy and digital citizenship: Student self-perceptions in a Peruvian university. Desde el Sur, 17(3). https://doi.org/10.21142/DES-1703-2025-0053

Goizueta, M., Ledermann, C., & Montenegro, H. (2023). The Development and Assessment of Argumentative Competence in the Chilean Educational System: Tensions and Consequences Perceived by Teachers. Pensamiento Educativo, 60(1). https://doi.org/10.7764/PEL.60.1.2023.3

Gonzales, Y., Llaza, A., Altuna, H., Lobatón, J., & Hancco, R. (2025). Pensamiento crítico en tiempos digitales: el papel de las estrategias virtuales en la formación universitaria. Revista InveCom, 1, 1–7. https://orcid.org/0000-0002-8564-7983

Greiner, U., Katstaller, M., & Oitner, T. (2024). Reasoning in classroom dilemma situations: how pre-service teachers judge performance assessment. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1170118

Hartmann, U., Kindlinger, M., Trempler, K., Molitor, A. L., & Fives, H. (2025). Reflecting on teaching together and alone: preservice teachers’ processes of knowledge construction in writing and discussion. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1668962

Hornstein, J., Greisel, M., & Kollar, I. (2025). Promoting Pre-Service Teachers’ Evidence-Informed Reasoning Through Peer-Feedback: Effects of a Feedback Provision Scaffold and a Feedback Integration Scaffold. Instructional Science, 53(6), 1429–1455. https://doi.org/10.1007/s11251-025-09745-4

Hurtado, O., & Punto, E. A. (2025). Pensamiento crítico en universitarios de Ayacucho-Perú, 2024. Prohominum, 7(4), 499–518. https://doi.org/10.47606/acven/ph0413

Jaramillo, J. G., & Merizalde, A. L. (2025). Percepción de Estudiantes de Pregrado sobre la Formación Inicial Docente en la Pareja Pedagógica. Revista Scientific, 10(35), 93–111. https://doi.org/10.29394/scientific.issn.2542-2987.2025.10.35.4.93-111

Kalniņa, D., Nīmante, D., & Baranova, S. (2024). Artificial intelligence for higher education: benefits and challenges for pre-service teachers. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1501819

Kulju, P., Hämäläinen, E. K., Mäkinen, M., Räikkönen, E., & Kiili, C. (2024). Pre-service teachers evaluating online texts about learning styles: there is room for improvement in justifying the credibility. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1451002

Lederer, A., Thomm, E., & Bauer, J. (2024). Preservice teachers’ evaluation of evidential support in causal arguments about educational topics. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1379222

López, M., Moreno, E. M., Uyaguari, J. F., & Barrera, M. P. (2022). El desarrollo del pensamiento crítico en el aula: testimonios de docentes ecuatorianos de excelencia. Revista Digital del Doctorado en Educación de la Universidad Central de Venezuela, 8(15), 161–180. https://doi.org/10.55560/arete.2022.15.8.8

Lozada, R. (2025). Aprendizaje basado en problemas y su fomento del pensamiento crítico en estudiantes universitarios: Una revisión sistemática de la literatura. e-Revista Multidisciplinaria del Saber, 1–12. https://doi.org/10.61286/e-rms.v3i.174

Luzzatto, E., Fono, D., & Biberman-Shalev, L. (2025). Blogging for professional development: a case study of pre-service teachers in an integrative blended-learning course. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1599280

MacCann, N., Morales, E., & Muñoz, A. (2025). Enhancing Argumentative Skills in Teacher Training: Assessing a Comprehensive Educational Strategy Involving Software-Supported Critical Debate. Aula Abierta, 52(2), 201–210. https://doi.org/10.17811/rifie.21844

Martono, N., Arifah, N., Rochsantiningsih, D., & Agung, S. (2023). Intertextuality in Pre-service Teachers’ Argumentative Essay in Raising AI: Practices and Beliefs. Register Journal, 16(2), 186–206. https://doi.org/10.18326/rgt.v16i2.186-206

Mendoza, A. J., Ruiz, R. D., Jaramillo, J. G., & Isea, J. J. (2025). Uso de las plataformas de inteligencia artificial en la escritura académica. Noesis. Revista Electrónica de Investigación, 7(14), 331–349. https://doi.org/10.35381/noesisin.v7i14.362

Molina, M. E., & Padilla, C. (2025). La argumentación en programas de asignaturas universitarias: implicaciones para la formación docente. Lingüística y Literatura, 46(88). https://doi.org/10.17533/udea.lyl.n88a03

Moscoso, M. Y., & Manani, E. (2025). Un análisis sistemático de la práctica reflexiva en la formación continua de docentes. e-Revista Multidisciplinaria del Saber, 1–13. https://doi.org/10.61286/e-rms.v3i.288

Noroozi, C., Rapanta, C., & Felton, M. K. (2022). Learning to Argue Through Dialogue: a Review of Instructional Approaches. En Educational Psychology Review (Vol. 34, Número 2, pp. 477–509). Springer. https://doi.org/10.1007/s10648-021-09637-2

Okumu, M., Lammert, C., Gokmen, C., & Mule, F. (2025). Mapping the feedback landscape: a systematic review of research on feedback sources, methods, and technologies in preservice teacher education. En Frontiers in Education (Vol. 10). Frontiers Media SA. https://doi.org/10.3389/feduc.2025.1657737

Organización de las Naciones Unidas para la Educación, la C. y la C. (2024). Transformación de la educación hacia el ODS 4 Informe de una encuesta mundial sobre las acciones nacionales para transformar la educación. www.unesco.org/open-access/terms-use-ccbysa-sp

Özdemir, M., & Dilekmen, M. (2024). Emotional intelligence training for pre-service primary school teachers: a mixed methods research. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1326082

Pinedo, V. (2025). Pensamiento crítico en la educación contemporánea: una revisión sistemática desde la práctica docente y la formación pedagógica. Revista InveCom, 1(1), 1–9. https://orcid.org/0000-0001-7610-5317

Ponce, D. V., & Jalón, E. J. (2025). Formación docente y apropiación cultural: Hacia un modelo resignificado en contextos transpositivos de aprendizaje. EPISTEME KOINONIA, 8(16), 4–21. https://doi.org/10.35381/e.k.v8i16.4515

Reyes, F. M., & Ayala, A. (2026). Enseñanza de la comprensión de textos argumentativos en la universidad: Evidencia empírica desde una intervención basada estrategias didácticas. Prohominum, 8(1), 370–381. https://doi.org/10.47606/ACVEN/PH0447

Rico, M. L., & Ponce, A. (2022). Investigación Perspectivas según el rol formativo y profesional. Revista Mexicana de Investigación Educativa RMIE, 27(92), 77–101. https://www.scielo.org.mx/scielo.php?pid=S1405-66662022000100077&script=sci_arttext

Schnitzler, N., Núñez, P., & Gallardo, E. (2025). Escritura y Pensamiento Crítico en formación docente: Análisis lingüístico de la evolución argumentativa. Nueva Revisa del Pacífico, 83, 383–411. https://orcid.org/0009-0009-0471-5154

Singh, A., Sun, Y., Alexander, P. A., & Zhao, H. (2025). Componential modeling of argumentative essay writing from multiple online sources: a Bayesian network approach. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1560088

Sol, T., Ledezma, C., Sánchez, A., & Font, V. (2025). Teachers’ Practical Argumentation on the Teaching of the Pythagorean Theorem. International Journal of Science and Mathematics Education, 23(8), 3707–3731. https://doi.org/10.1007/s10763-025-10591-6

Sotelo, M. L., & Frisancho, S. (2024). Concepciones de un grupo de docentes de secundaria sobre la enseñanza del pensamiento crítico en temas controversiales del área de ciencias sociales. Educación, 33(65), 5–29. https://doi.org/10.18800/educacion.202402.a001

Toledo, E. T., Gómez, M. P., Espejo, G., Montoya, R., & Quevedo, C. L. (2026). Influencia de la escucha activa, la expresión oral, la lectura y la escritura en la práctica preprofesional docente. Prohominum, 8(1), 27–42. https://doi.org/10.47606/acven/ph0424

Topalsan, A. K. (2022). Development of scientific inquiry skills of science teaching through argument-focused virtual laboratory applications. Journal of Baltic Science Education, 19(4), 628–646. https://doi.org/10.33225/jbse/20.19.628

Traga, Z. A., & Sipitanos, K. (2025). Pre-Service Teachers’ Preparation to Teach Writing Using Genre-Based Strategy Instruction: Reporting Two Cycles of Design-Based Research. Education Sciences, 15(6). https://doi.org/10.3390/educsci15060737

Ucar, B., Hosein, A., & Heron, M. (2024). Improving pre-service teachers’ argumentation skills: A holistic online scaffolding design approach. Journal of Digital Learning in Teacher Education, 40(2), 76–96. https://doi.org/10.1080/21532974.2024.2320440

Vásquez, L. A. (2025). Herramientas digitales como mediadoras para desarrollar la competencia argumentativa oral y escrita en discentes universitarios. Generando Conocimiento, 6(13), 2–24. https://doi.org/10.5281/zenodo.17235661

Vilca, M., & Torres, G. (2023). Implicit theories about reading in underachieving college freshmen in text comprehension. Case studies. Boletin de la Academia Peruana de la Lengua, 73, 89–119. https://doi.org/10.46744/bapl.202301.004

Villanueva, M. E. (2022). Argumentative structures and techniques in the school Discourse. En Boletin de la Academia Peruana de la Lengua (Vol. 69, pp. 335–363). Academia Peruana de la Lengua. https://doi.org/10.46744/bapl.202101.012

Walter, D., Bergmann, A., Maibach, M., Huethorst, L., Reinartz, L., Grünewald, N., Selter, C., & Harrer, A. (2025). How pre-service teachers can be supported to increase their diagnostic skills in mathematics—design and evaluation of a learning platform for university teacher training. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1510828

Wess, R., & Priemer, B. (2025). Pre-Service Teachers’ Professional Vision of Argumentation Opportunities in Their Analysis of Videotaped Science Classroom Episodes. Journal of Science Teacher Education, 36(3), 397–423. https://doi.org/10.1080/1046560X.2024.2410062

Yang, R. (2025). Framing vs. supporting evidence in L2 argumentative writing: a mixed-methods study of Chinese EFL learners. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1705232