Curricular coherence in initial teacher education: A systematic review (2020–2024)
Keywords:
Curriculum coherence, initial teacher training, curriculum design, systematic reviewAbstract
Curricular coherence has become a central category in the analysis of initial teacher training, as it affects quality, relevance, and educational equity. More than an organizational principle of the curriculum, it is a process that articulates educational goals, pedagogical approaches, teaching practices, and sociocultural contexts. The purpose of this article is to analyze scientific production on curricular coherence in initial teacher training, identifying approaches, tensions, and relevant contributions to teacher training. The research was conducted following the PRISMA 2020 protocol, with a qualitative and interpretive approach. The search was conducted in scientific databases (Scopus, Web of Science, ScienceDirect, SciELO, and Google Scholar), considering studies published between 2020 and 2024 in Spanish and English. Of the 306 records identified, 16 studies that met the inclusion criteria were included and analyzed in the final synthesis. The results allowed us to identify four analytical categories that structure the research field: curriculum alignment, relationship between prescribed curriculum and lived curriculum, theory-practice integration, and contextual relevance. These categories show a conceptual evolution from technical approaches to the curriculum toward critical and contextualized perspectives on teacher training. It is concluded that curricular coherence constitutes a strategic axis for strengthening integrated training processes in initial teacher training, by articulating curricular design, pedagogical practices, and the sociocultural realities in which education takes place.
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