Socioformative process and educational benchmarking: implications for the quality of initial teacher training

Abstract

In the Peruvian education system, permanent innovation in teacher training is achieved through the integration of emerging educational theories for teaching and learning, addressing the real needs of teachers in initial training within a context of continuous change. The objective of this research is to determine the level of influence of an educational model based on educational benchmarking and socio-formative processes on the improvement of the quality of initial teacher training. This research was quantitative, non-experimental, and cross-sectional. The population comprised 1,420 students of the Faculty of Education Sciences, with a study sample consisting of 142 students randomly chosen in a stratified manner. Data collection was carried out through a Likert-type questionnaire, followed by descriptive and inferential statistical analysis using Minitab software. The results indicate that 66.17% of the students agree with the practice of educational benchmarking, and 69.90% agree with the implementation of socio-educational activities. Additionally, 72.00% agree with the quality of professional training received at the university. The quality of vocational training is influenced by 77.39% through the praxis of socio-formative processes and educational benchmarking in university education. It is concluded that the practice of educational benchmarking and socio-training based on contextual characteristics significantly influences the quality of initial teacher training.