I research, you research: do future teachers consider themselves researchers?

Mireya Giralt-Romeu; Eva Liesa; Montserrat Castelló

doi:10.1080/02103702.2020.1759001

I research, you research: do future teachers consider themselves researchers?

Título traducido de la contribución: Yo investigo, tú investigas: ¿se consideran investigadores los futuros maestros?

Mireya Giralt-Romeu^*
, Eva Liesa
, Montserrat Castelló

^*Autor/a de correspondencia de este trabajo

Facultad de Psicología y Ciencias de la Educación y del Deporte Blanquerna

Producción científica: Artículo en revista indizada › Artículo › revisión exhaustiva

9 Citas (Scopus)

Resumen

El estudio, de carácter interpretativo y de corte transversal, analizó las
percepciones de estudiantes de último curso de Educación Primaria
sobre la indagación educativa. Se exploraron tanto la comprensión
de lo que conlleva como sus beneficios, procedimientos, agentes
involucrados y las competencias necesarias para su desarrollo. Los
datos se recogieron a partir del cuestionario TePi (Teacher
Professional Identity) y el desarrollo de un grupo focal. Los resultados
indican que los estudiantes, en general, no concibieron la
investigación como parte integrante de su identidad profesional y
establecieron relaciones anecdóticas entre la utilidad de la
investigación en las aulas, su vínculo con los procesos de mejora
educativa y su propia responsabilidad. Además, tuvieron dificultades
para definir los procedimientos vinculados a la investigación de
manera sistemática y se consideraron poco competentes para su
desarrollo. De los resultados se desprende la necesidad de revisar
los programas formativos desde un enfoque basado en la investigación educativa (research based approach) si se pretende que
los futuros maestros sean responsables y competentes para afrontar
procesos de innovación en los centros educativos.

Título traducido de la contribución	Yo investigo, tú investigas: ¿se consideran investigadores los futuros maestros?
Idioma original	Inglés
Páginas (desde-hasta)	586-622
Número de páginas	37
Publicación	Infancia y Aprendizaje
Volumen	44
N.º	3
DOI	https://doi.org/10.1080/02103702.2020.1759001
Estado	Publicada - 2021

Palabras clave

Identitdad profesional
Docente
Percepciones
Investigación
Indagación educativa
Formación universitaria

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10.1080/02103702.2020.1759001

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title = "I research, you research: do future teachers consider themselves researchers? ",

abstract = "This interpretative, cross-sectional study analysed the perceptions of students in their last year of their bachelor{\textquoteright}s in primary school education with regard to educational inquiry. It explored their understanding of what this concept means and its benefits, as well as the procedures, stakeholders and competences involved in research. The data were collected using the TePi (Teacher Professional Identity) questionnaire and a focus group. The results indicate that overall the students did not view research as an integral part of their professional identity and established anecdotal relations between the usefulness of research in classrooms, its association with educational improvement processes and their own responsibilities. Furthermore, they had difficulties systematically defining the procedures associated with research and did not consider themselves fully competent to conduct research themselves. Based on the results, we can discern a need to revise training programmes to adopt a more research-based approach if we want future teachers to gain competence in and take responsibility for innovation processes at schools.",

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author = "Mireya Giralt-Romeu and Eva Liesa and Montserrat Castell{\'o}",

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Y1 - 2021

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KW - Indagación educativa

KW - Formación universitaria

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I research, you research: do future teachers consider themselves researchers?

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