Teacher performance in Early Childhood Education in the Dominican Republic: contemporary formative and epistemological challenges

Abstract

This study analyzes teacher performance in Early Childhood Education in the Dominican Republic from an epistemological and formative perspective. It employs a mixed-methods approach, combining a descriptive-explanatory study with theoretical and empirical methods. Historical-logical, analytical-synthetic, and inductive-deductive reasoning, along with document review, interviews, and surveys, were used. Data were processed through content analysis and source triangulation. The results revealed shortcomings in the articulation of theory and practice, research training, and pedagogical contextualization. The study proposes training initiatives aimed at strengthening teacher performance in accordance with contemporary educational demands.