Abstract

The concept of active teaching is not at the same level as active learning in the trends of specialized literature. While a great deal has been done on strategies that actively involve the learner, little research has been done on strategies that actively involve the teacher. This study aimed to answer three key questions related to the definition of active teaching, the strategies most commonly used by teachers as active teaching tools, and the results obtained in the application of active teaching techniques and strategies. A Systematic Literature Review (SLR) was carried out using the PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) method in the Scopus, WoS (Web of Science) and ERIC (Education Resources Information Center) databases. Thirty-six articles that met the required criteria were reviewed. The main results indicate that the definition of active teaching is sometimes used interchangeably with active learning without making any distinction to understand the implications of each concept. However, the concept of active teaching is clarified precisely to make a conceptual differentiation that no longer ties it to active learning. Among the strategies identified are problem-based learning, cooperative learning, project-based learning, and flipped learning, among others. The application of active teaching strategies shows a positive relationship with the development of competencies, motivation, and student engagement, and consequently with academic performance.