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Currently, teacher training demands solid scientific and didactic preparation that fosters competent professional practice. However, a gap exists between theoretical training and the ability to integrate this knowledge into pedagogical practice. This article aims to critically reflect on the state of scientific and didactic training in relation to the development of teaching competencies. This article draws on a documentary review of recent research, theoretical frameworks, and relevant pedagogical experiences in Latin America and Panama. It addresses the question: How does teacher training based on didactic epistemological foundations impact the development of professional competencies in future teachers? The study, with a qualitative approach and descriptive design, is based on the analysis of documentary sources. The findings show that, although scientific and epistemological knowledge are essential, they are not always complemented by innovative strategies, active methods, and motivational resources. Limited research training and few opportunities in real-life contexts are evident, which restrict critical reflection on praxis. It is concluded that the integration of scientific foundations, didactic competencies, and practical experiences is key to strengthening teacher training. The integration of scientific didactic foundations exists but is partial: it advances in frameworks and documents but does not sufficiently reach the situated practice of future teachers.
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