The articulation of formative ecosystems and research performance in the training of Doctors in Educational Sciences

Abstract

Introduction: The training of PhDs in Education Sciences represents a fundamental pillar in the development of educational research, pedagogical innovation, and the improvement of teaching systems. 

Objective: This article aims to systematize the main doctoral training methods, predominant organizational structures, and essential competencies that shape the methodological approach to training PhDs in Education Sciences, based on the systematization of experiences and the most recent scientific literature. 

Methods: Using a mixed-methods research approach, we combined document analysis, analytical-synthetic methods, experiential analysis, key informant interviews, and methodological triangulation. This enabled the identification of key training methods, predominant organizational structures, and essential competencies, laying the foundation for continuous improvement of the doctoral program. 

Results: The structure and components of the pedagogical model designed for training PhDs in Education Sciences were determined, along with the dynamic role of doctoral training ecosystems and research performance. 

Conclusion: The proposed pedagogical model seeks to enhance doctoral training in Education Sciences by aligning with solid theoretical frameworks and effective training practices, thereby contributing to the scientific development of education professionals and, consequently, to the quality of education.