Concepciones de investigación educativa y prácticas pedagógicas del profesorado de Educación Básica de la UNAE.

Abstract

The training of researchers is a widely discussed topic across various fields and disciplines. However, specifically within the field of education, the training of teacher-researchers constitutes a subject of study whose theoretical corpus is in constant construction and evolution. In this context, the present study contributes to enriching this theoretical field by aiming to determine the relationship between conceptions of educational research and the pedagogical practices employed in teaching research by the faculty of the Basic Education program at the Universidad Nacional de Educación (UNAE). The methodology is based on pragmatism, employing a mixed research approach that included the collection of both quantitative and qualitative data through tests, interviews, and document analysis, applied to a sample of 19 teachers. In the information analysis, both deductive and inductive approaches were combined to assess the relationship between variables, utilizing JASP and MAXQDA software. The main findings show that there is a wide variety of educational research conceptions at UNAE, but not all these conceptions influence the pedagogical practices used in teaching research. This lack of correlation highlights the flexibility and potential for innovation in research teaching, underscoring the opportunity to develop collaborative work between teachers and students to co-construct a didactic approach to research that is reflective, adaptive, and innovative, with the potential to significantly improve learning and teaching of research in the training of future teachers.