Systematic review of spirituality in teacher training
Abstract
This article analyzes the evolution and current state of spirituality in teacher training through a bibliometric and qualitative study. The results reveal a significant transformation in the academic landscape: after a decade of dormancy (1998-2008), scholarly production has experienced exponential growth since 2018, reaching historic peaks in 2020 and 2022. This surge, led by institutions in the United States, Russia, and Brazil, reflects a paradigm shift toward a holistic and secular vision of spirituality, detached from religious dogmatism and focused on the search for purpose and human connection. Through literature analysis, the predominant definitions are categorized, highlighting the prevalence of approaches that integrate spiritual intelligence as a professional competency. Furthermore, the most effective teaching and learning methodologies for faculties of education are identified, indicating that "pedagogy of interiority," mindfulness, and transformative learning are essential tools for developing the spiritual dimension. Spiritual training has a positive and direct impact on teachers' well-being, strengthening their socio-emotional skills and acting as a protective factor against burnout. It is concluded that the formal integration of spirituality into curricula is not only a pedagogical option, but an imperative to humanize teaching and guarantee a holistic education capable of responding to the ethical and emotional challenges of the 21st century.
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