{
  "abstract": "Given the shortage of specialized teachers, Initial Teacher Education requires alternative teacher preparation routes, such as Alternative Teaching Certification Programs, that allow the incorporation of professionals who already possess prior work experience into the educational system. However, this situation raises new challenges regarding the design and implementation of the teacher preparation model within these programs. Consequently, this study aims to map and synthesize the existing evidence on the characteristics of practice-based teacher education (PBTE) programs, understood as an approach in which professional learning is constructed through authentic, situated teaching experiences rather than primarily theoretical instruction, designed for individuals who already hold technical, bachelor’s, or professional degrees. The review will be conducted following the JBI (Joanna Briggs Institute) methodology for scoping reviews, and will be reported in accordance with PRISMA-ScR guidelines. Data extraction and synthesis will be structured around the JBI Participants, Concept, and Context (PCC) analytical framework. Database searches will be conducted in Web of Science (WoS) and Scopus, including studies published between 2009 and 2025 in English, Spanish, and Portuguese. The review will specifically examine program duration, mentoring structures, practicum design, institutional type, teaching strategies, and reported outcomes. This protocol has been registered in the Open Science Framework (OSF) and will be publicly available once approved.",
  "abstract_shown": true,
  "affiliations": [
    "Facultad de Educación, Universidad San Sebastián, Chile"
  ],
  "article_type": "Study Protocol",
  "arxiv": null,
  "author_total": 5,
  "authors": [
    {
      "affs": [
        0
      ],
      "name": "Gerardo Urra-Barra"
    },
    {
      "name": "Graciela Acevedo"
    },
    {
      "name": "Erich Leighton-Vallejos"
    },
    {
      "name": "Víctor Ruiz-González"
    },
    {
      "name": "Camila Díaz-Ibáñez"
    }
  ],
  "bibtex": "https://research.draconitic.com/paper/74eef3p1n9esc.bib",
  "cited_by": 0,
  "doi": "10.1371/journal.pone.0360047",
  "fulltext_url": null,
  "id": "74eef3p1n9esc",
  "issns": [
    "1932-6203"
  ],
  "landing_url": "https://doi.org/10.1371/journal.pone.0360047",
  "language": null,
  "licence": "CC-BY-4.0",
  "licence_label": "CC BY 4.0",
  "licence_source": "journal",
  "licence_url": "https://creativecommons.org/licenses/by/4.0/",
  "metadata_licence": null,
  "native_subjects": [
    [
      "openalex",
      "3304|Teacher Education and Leadership Studies"
    ],
    [
      "plos",
      "/Biology and life sciences/Neuroscience/Cognitive science/Cognitive psychology/Language"
    ],
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      "plos",
      "/Biology and life sciences/Neuroscience/Cognitive science/Cognitive psychology/Learning/Human learning"
    ],
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      "plos",
      "/Biology and life sciences/Neuroscience/Learning and memory/Learning/Human learning"
    ],
    [
      "plos",
      "/Biology and life sciences/Psychology/Cognitive psychology/Language"
    ],
    [
      "plos",
      "/Biology and life sciences/Psychology/Cognitive psychology/Learning/Human learning"
    ],
    [
      "plos",
      "/People and places/Population groupings/Professions/Teachers"
    ],
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      "/Research and analysis methods/Database and informatics methods/Database searching"
    ],
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      "/Research and analysis methods/Research assessment/Systematic reviews"
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      "/Social sciences/Political science/United Nations"
    ],
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      "plos",
      "/Social sciences/Psychology/Cognitive psychology/Language"
    ],
    [
      "plos",
      "/Social sciences/Psychology/Cognitive psychology/Learning/Human learning"
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      "plos",
      "/Social sciences/Sociology/Education"
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  "openalex": "W7221692124",
  "pdf_url": "https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0360047&type=printable",
  "pmcid": null,
  "pmid": null,
  "published": "2026-10-13",
  "publisher": "Public Library of Science",
  "ris": "https://research.draconitic.com/paper/74eef3p1n9esc.ris",
  "sources": [
    {
      "first_seen": "2026-10-30T12:17:30Z",
      "native_id": "10.1371/journal.pone.0360047",
      "source": "plos",
      "url": "https://doi.org/10.1371/journal.pone.0360047"
    }
  ],
  "subjects": [
    {
      "field": "biology",
      "origin": "plos:neuroscience",
      "subfield": "neuroscience"
    }
  ],
  "title": "Practice-based initial teacher education in alternative teaching certification programs: A scoping review protocol",
  "title_text": "Practice-based initial teacher education in alternative teaching certification programs: A scoping review protocol",
  "type": "peer-reviewed",
  "updated_at": "2026-10-30T12:17:30Z",
  "url": "https://research.draconitic.com/paper/74eef3p1n9esc",
  "venue": "PLOS One",
  "versions": []
}