THE COMPETENCY-BASED PROBLEMATIZING CURRICULUM AND THE PERCEPTION OF PEDAGOGICAL PRACTICE AS AN EDUCATIONAL BENEFIT IN THE COMPLEMENTARY TRAINING OF A NORMAL SUPERIOR SCHOOL

Abstract

This paper examines the relationship between a competency-based problematizing curriculum and the perception of pedagogical practice in the complementary teacher education program of a Higher Normal School, focusing on the historical, regulatory, and pedagogical role of these institutions in Colombia. To analyze how the articulation among curriculum, reflective practice, formative research, and inclusion strengthens initial teacher education and redefines pedagogical practice as an educational benefit. An academic essay was developed through documentary review and analytical examination of verifiable legal sources and peer-reviewed studies on Higher Normal Schools, reflective teaching practice, research competencies, and inclusive teacher education, selected for thematic relevance, traceability, recency, and direct explanatory value in relation to the problem addressed. The review showed that pedagogical practice gains formative value when it is organized as a space for systematic reflection, experience-based analysis, classroom-linked inquiry, and attention to diversity; it also showed that state regulation requires coordination among complementary training, evaluation, research, and pedagogical support, while tensions remain between formal prescriptions, institutional culture, assessment, and daily curricular enactment. The educational benefit of practice depends not only on regulation or prescribed curriculum, but on the institutional capacity to transform them into reflective, inclusive, and research-oriented experiences that consolidate professional judgement, critical understanding of context, coherent pedagogical decision-making, pedagogical writing, sensitivity to diversity, and stronger links between training processes and school realities, school settings, and community dimensions of initial teacher education, with implications for professional identity and institutional coherence.