EDUCATIONAL RESEARCH WITH AN APPROACH ON INVESTIGATION-ACTION IN PEDAGOGICAL SKILLS
Autor(a) principal: | |
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Data de Publicação: | 2024 |
Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.36367/ntqr.20.4.2024.e1107 |
Resumo: | Qualitative research is, par excellence, the scientific inquiry in education; educational theory stands as the sole tool constructed to aid teachers in the full comprehension and assessment of the significant actions of learners and the entire teaching process. Educational research necessitates the development of theories that enrich educational action entirely; this allows the teacher to engage in the formulation of such theory, not merely attempting to understand and adapt it. From this premise, we share the notion that the teacher's engagement in educational research should align with their role and function as educators, rather than as professional researchers, which could distance them from their essential practice of teaching. By turning their professional activity into a reflection and systematization of experiences, it contributes to what is recognized as educational action research, guiding them towards a better understanding of their own domain and a professional code of ethics to enhance the quality of action within it. Therefore, the aim of the study was to explain how the level of development of pedagogical competencies is acquired through an educational intervention that raises awareness among students and encourages constructive participation. The research-action method was employed, with an educational intervention consisting of diagnosing and characterizing the subjects – students; data collection involved the intervention plan of didactic strategies and actions to be carried out by the students, in addition to a post-diagnosis. Data processing was carried out using Dyane version 4.0 software; the results emerged from an integrative approach in empirical, theoretical, and interpretative triangulation. It is concluded that the objective was achieved, and the level of development of pedagogical competencies was recognized through the educational intervention. |
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EDUCATIONAL RESEARCH WITH AN APPROACH ON INVESTIGATION-ACTION IN PEDAGOGICAL SKILLSINVESTIGACIÓN EDUCATIVA CON ENFOQUE EN LA INVESTIGACIÓN-ACCIÓNCompetencias pedagógicas;Investigación-acción;Investigación cualitativa;Investigación educativa.Action research;Educational research;Pedagogical competencies;Qualitative research..Investigación cualitativaInvestigación educativa.investigación-accióncompetencias pedagógicasQualitative research is, par excellence, the scientific inquiry in education; educational theory stands as the sole tool constructed to aid teachers in the full comprehension and assessment of the significant actions of learners and the entire teaching process. Educational research necessitates the development of theories that enrich educational action entirely; this allows the teacher to engage in the formulation of such theory, not merely attempting to understand and adapt it. From this premise, we share the notion that the teacher's engagement in educational research should align with their role and function as educators, rather than as professional researchers, which could distance them from their essential practice of teaching. By turning their professional activity into a reflection and systematization of experiences, it contributes to what is recognized as educational action research, guiding them towards a better understanding of their own domain and a professional code of ethics to enhance the quality of action within it. Therefore, the aim of the study was to explain how the level of development of pedagogical competencies is acquired through an educational intervention that raises awareness among students and encourages constructive participation. The research-action method was employed, with an educational intervention consisting of diagnosing and characterizing the subjects – students; data collection involved the intervention plan of didactic strategies and actions to be carried out by the students, in addition to a post-diagnosis. Data processing was carried out using Dyane version 4.0 software; the results emerged from an integrative approach in empirical, theoretical, and interpretative triangulation. It is concluded that the objective was achieved, and the level of development of pedagogical competencies was recognized through the educational intervention.La investigación cualitativa es, por excelencia la indagación científica en educación, la teoría educativa es la única herramienta construida para ayudar al profesor en la plena comprensión y valoración de las acciones significativas de los aprendices y todo el proceso de la enseñanza. La investigación educativa requiere de elaboración de teorías que enriquezcan en toda la acción educativa, esto permite que el docente pueda participar en la elaboración de esa teoría, y no solo intente comprenderla y adaptarla. Desde esta premisa, compartimos la idea del ejercicio de la investigación educativa por el profesor, debe corresponderse con su labor y función como educador, y no como investigador profesional, que lo podría alejar de su práctica esencial de educar. Al hacer de su actividad profesional una reflexión y sistematización de experiencias, contribuye a lo que se reconoce como investigación-acción educativa, que lo orienta hacia un mejor conocimiento del propio ámbito, hacia un código profesional de ética para mejorar la calidad de la acción dentro de ella. El objetivo se enfoca en cómo mejorar las competencias pedagógicas en el estudiante centrado en el proceso de enseñanza-aprendizaje a través de la intervención educativa. Se utilizó el método de la investigación-acción, con una intervención educativa que consistió en diagnosticar y caracterizar a los sujetos –alumnos-; para recolectar los datos fue el plan de intervención de estrategias didácticas y las acciones a realizar por parte de los alumnos, además de un post-diagnóstico. El procesamiento de datos se llevó a cabo mediante un software Dyane versión 4.0; los resultados fueron desde un enfoque integrador en una triangulación empírica, teórica e interpretativa. Se concluye, en que el objetivo se cumplió y se logró reconocer el nivel de desarrollo de las competencias pedagógicas a través de la intervención educativa.Ludomedia2024-10-15info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.36367/ntqr.20.4.2024.e1107https://doi.org/10.36367/ntqr.20.4.2024.e1107New Trends in Qualitative Research; Vol. 20 No. 4 (2024): New Trends in Qualitative Research; e1107New Trends in Qualitative Research; Vol. 20 Núm. 4 (2024): New Trends in Qualitative Research; e1107New Trends in Qualitative Research; Vol. 20 N.º 4 (2024): New Trends in Qualitative Research; e11072184-7770reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPspahttps://publi.ludomedia.org/index.php/ntqr/article/view/1107https://publi.ludomedia.org/index.php/ntqr/article/view/1107/1040Copyright (c) 2024 New Trends in Qualitative Researchinfo:eu-repo/semantics/openAccessMoreno-Alcaraz, Flérida2024-10-20T06:48:54Zoai:ojs.publi.ludomedia.org:article/1107Portal AgregadorONGhttps://www.rcaap.pt/oai/openairemluisa.alvim@gmail.comopendoar:71602024-10-20T06:48:54Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
EDUCATIONAL RESEARCH WITH AN APPROACH ON INVESTIGATION-ACTION IN PEDAGOGICAL SKILLS INVESTIGACIÓN EDUCATIVA CON ENFOQUE EN LA INVESTIGACIÓN-ACCIÓN |
title |
EDUCATIONAL RESEARCH WITH AN APPROACH ON INVESTIGATION-ACTION IN PEDAGOGICAL SKILLS |
spellingShingle |
EDUCATIONAL RESEARCH WITH AN APPROACH ON INVESTIGATION-ACTION IN PEDAGOGICAL SKILLS Moreno-Alcaraz, Flérida Competencias pedagógicas; Investigación-acción; Investigación cualitativa; Investigación educativa. Action research; Educational research; Pedagogical competencies; Qualitative research.. Investigación cualitativa Investigación educativa. investigación-acción competencias pedagógicas |
title_short |
EDUCATIONAL RESEARCH WITH AN APPROACH ON INVESTIGATION-ACTION IN PEDAGOGICAL SKILLS |
title_full |
EDUCATIONAL RESEARCH WITH AN APPROACH ON INVESTIGATION-ACTION IN PEDAGOGICAL SKILLS |
title_fullStr |
EDUCATIONAL RESEARCH WITH AN APPROACH ON INVESTIGATION-ACTION IN PEDAGOGICAL SKILLS |
title_full_unstemmed |
EDUCATIONAL RESEARCH WITH AN APPROACH ON INVESTIGATION-ACTION IN PEDAGOGICAL SKILLS |
title_sort |
EDUCATIONAL RESEARCH WITH AN APPROACH ON INVESTIGATION-ACTION IN PEDAGOGICAL SKILLS |
author |
Moreno-Alcaraz, Flérida |
author_facet |
Moreno-Alcaraz, Flérida |
author_role |
author |
dc.contributor.author.fl_str_mv |
Moreno-Alcaraz, Flérida |
dc.subject.por.fl_str_mv |
Competencias pedagógicas; Investigación-acción; Investigación cualitativa; Investigación educativa. Action research; Educational research; Pedagogical competencies; Qualitative research.. Investigación cualitativa Investigación educativa. investigación-acción competencias pedagógicas |
topic |
Competencias pedagógicas; Investigación-acción; Investigación cualitativa; Investigación educativa. Action research; Educational research; Pedagogical competencies; Qualitative research.. Investigación cualitativa Investigación educativa. investigación-acción competencias pedagógicas |
description |
Qualitative research is, par excellence, the scientific inquiry in education; educational theory stands as the sole tool constructed to aid teachers in the full comprehension and assessment of the significant actions of learners and the entire teaching process. Educational research necessitates the development of theories that enrich educational action entirely; this allows the teacher to engage in the formulation of such theory, not merely attempting to understand and adapt it. From this premise, we share the notion that the teacher's engagement in educational research should align with their role and function as educators, rather than as professional researchers, which could distance them from their essential practice of teaching. By turning their professional activity into a reflection and systematization of experiences, it contributes to what is recognized as educational action research, guiding them towards a better understanding of their own domain and a professional code of ethics to enhance the quality of action within it. Therefore, the aim of the study was to explain how the level of development of pedagogical competencies is acquired through an educational intervention that raises awareness among students and encourages constructive participation. The research-action method was employed, with an educational intervention consisting of diagnosing and characterizing the subjects – students; data collection involved the intervention plan of didactic strategies and actions to be carried out by the students, in addition to a post-diagnosis. Data processing was carried out using Dyane version 4.0 software; the results emerged from an integrative approach in empirical, theoretical, and interpretative triangulation. It is concluded that the objective was achieved, and the level of development of pedagogical competencies was recognized through the educational intervention. |
publishDate |
2024 |
dc.date.none.fl_str_mv |
2024-10-15 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.36367/ntqr.20.4.2024.e1107 https://doi.org/10.36367/ntqr.20.4.2024.e1107 |
url |
https://doi.org/10.36367/ntqr.20.4.2024.e1107 |
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spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://publi.ludomedia.org/index.php/ntqr/article/view/1107 https://publi.ludomedia.org/index.php/ntqr/article/view/1107/1040 |
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Copyright (c) 2024 New Trends in Qualitative Research info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2024 New Trends in Qualitative Research |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Ludomedia |
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Ludomedia |
dc.source.none.fl_str_mv |
New Trends in Qualitative Research; Vol. 20 No. 4 (2024): New Trends in Qualitative Research; e1107 New Trends in Qualitative Research; Vol. 20 Núm. 4 (2024): New Trends in Qualitative Research; e1107 New Trends in Qualitative Research; Vol. 20 N.º 4 (2024): New Trends in Qualitative Research; e1107 2184-7770 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
mluisa.alvim@gmail.com |
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