La investigación formativa en la universidad: sentidos asignados por el profesorado de una Facultad de Educación
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng spa |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/187052 |
Resumo: | Within the framework of formative research, a series of subjective constructs about its understanding and transcendence arises. This prompts the need to determine the meanings assigned to its pedagogical implementation in teacher training. To this end, seven professors from the Department of Educational Sciences at the National University of San Agustín in Arequipa (Peru) were interviewed for the purpose of identifying their conceptualization, the distinctions they make from scientific research, the required characteristics and their expectations on the subject. The results show that teachers express diverse educational perspectives regarding formative research, related more closely to the training of researchers than to teaching. Likewise, they subtly distinguish formative research from scientific research in the strict sense, which leads to confusion between them; on the other hand, they emphasize the development of cognitive abilities linked to research, and finally, they situate various performance expectations in the formative research process that are not always specified in teaching. The meanings assigned to formative research differ and reveal misunderstandings, but also unveil coincidences in terms of the training aspects of research, which leads to the need to devise strategies to better face challenges related to teaching and socio-professional issues. |
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La investigación formativa en la universidad: sentidos asignados por el profesorado de una Facultad de EducaciónFormative research at the university: meanings conferred by faculty at an Education DepartmentFormative researchUniversityTeacher trainingScientific researchInvestigación formativaUniversidadFormación docenteInvestigación científicaWithin the framework of formative research, a series of subjective constructs about its understanding and transcendence arises. This prompts the need to determine the meanings assigned to its pedagogical implementation in teacher training. To this end, seven professors from the Department of Educational Sciences at the National University of San Agustín in Arequipa (Peru) were interviewed for the purpose of identifying their conceptualization, the distinctions they make from scientific research, the required characteristics and their expectations on the subject. The results show that teachers express diverse educational perspectives regarding formative research, related more closely to the training of researchers than to teaching. Likewise, they subtly distinguish formative research from scientific research in the strict sense, which leads to confusion between them; on the other hand, they emphasize the development of cognitive abilities linked to research, and finally, they situate various performance expectations in the formative research process that are not always specified in teaching. The meanings assigned to formative research differ and reveal misunderstandings, but also unveil coincidences in terms of the training aspects of research, which leads to the need to devise strategies to better face challenges related to teaching and socio-professional issues.En el marco de la investigación formativa se suscita una serie de construcciones subjetivas sobre su comprensión y trascendencia. Dicha situación incita a determinar los sentidos asignados a su implementación pedagógica en la formación del profesorado. En esa intención, se ha entrevistado a siete docentes de la Facultad de Ciencias de la Educación de la Universidad Nacional de San Agustín de Arequipa (Perú), a fin de reconocer los sentidos establecidos en su concepción, su distinción de la investigación científica, las características requeridas y las expectativas suscitadas. Los resultados evidencian que los docentes expresan una diversidad de sentidos formativos, más próximos a la formación de investigadores que como dispositivo o estrategia de enseñanza; asimismo, distinguen sutilmente la investigación formativa de la investigación científica en sentido estricto, que induce a confusiones entre ellas; de otro lado, enfatizan en el desarrollo de capacidades cognitivas ligadas a la investigación, y, finalmente, sitúan en el proceso formativo de la investigación, diversas expectativas de actuación no siempre concretadas en la enseñanza. La aproximación a los sentidos asignados a la investigación formativa evidenció diferenciaciones, confusiones, pero también coincidencias sobre el carácter formativo de la investigación, que conlleva a pensar en estrategias para un mejor afrontamiento de los desafíos docentes y socioprofesionales.Universidade de São Paulo. Faculdade de Educação2020-01-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionimage/jpegimage/jpegimage/tiffimage/jpegapplication/pdftext/xmlapplication/pdfhttps://www.revistas.usp.br/ep/article/view/18705210.1590/S1678-4634202046215876Educação e Pesquisa; v. 46 (2020); 1-19Educação e Pesquisa; Vol. 46 (2020); 1-19Educação e Pesquisa; Vol. 46 (2020); 1-191678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPengspahttps://www.revistas.usp.br/ep/article/view/187052/173021https://www.revistas.usp.br/ep/article/view/187052/173020https://www.revistas.usp.br/ep/article/view/187052/173018https://www.revistas.usp.br/ep/article/view/187052/173017https://www.revistas.usp.br/ep/article/view/187052/173016https://www.revistas.usp.br/ep/article/view/187052/172724https://www.revistas.usp.br/ep/article/view/187052/172723Copyright (c) 2021 Educação e Pesquisahttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessTurpo-Gebera, OsbaldoQuispe, Pedro MangoPaz, Luis CuadrosGonzales-Miñán, Milagros2021-06-14T21:56:24Zoai:revistas.usp.br:article/187052Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2021-06-14T21:56:24Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
La investigación formativa en la universidad: sentidos asignados por el profesorado de una Facultad de Educación Formative research at the university: meanings conferred by faculty at an Education Department |
title |
La investigación formativa en la universidad: sentidos asignados por el profesorado de una Facultad de Educación |
spellingShingle |
La investigación formativa en la universidad: sentidos asignados por el profesorado de una Facultad de Educación Turpo-Gebera, Osbaldo Formative research University Teacher training Scientific research Investigación formativa Universidad Formación docente Investigación científica |
title_short |
La investigación formativa en la universidad: sentidos asignados por el profesorado de una Facultad de Educación |
title_full |
La investigación formativa en la universidad: sentidos asignados por el profesorado de una Facultad de Educación |
title_fullStr |
La investigación formativa en la universidad: sentidos asignados por el profesorado de una Facultad de Educación |
title_full_unstemmed |
La investigación formativa en la universidad: sentidos asignados por el profesorado de una Facultad de Educación |
title_sort |
La investigación formativa en la universidad: sentidos asignados por el profesorado de una Facultad de Educación |
author |
Turpo-Gebera, Osbaldo |
author_facet |
Turpo-Gebera, Osbaldo Quispe, Pedro Mango Paz, Luis Cuadros Gonzales-Miñán, Milagros |
author_role |
author |
author2 |
Quispe, Pedro Mango Paz, Luis Cuadros Gonzales-Miñán, Milagros |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Turpo-Gebera, Osbaldo Quispe, Pedro Mango Paz, Luis Cuadros Gonzales-Miñán, Milagros |
dc.subject.por.fl_str_mv |
Formative research University Teacher training Scientific research Investigación formativa Universidad Formación docente Investigación científica |
topic |
Formative research University Teacher training Scientific research Investigación formativa Universidad Formación docente Investigación científica |
description |
Within the framework of formative research, a series of subjective constructs about its understanding and transcendence arises. This prompts the need to determine the meanings assigned to its pedagogical implementation in teacher training. To this end, seven professors from the Department of Educational Sciences at the National University of San Agustín in Arequipa (Peru) were interviewed for the purpose of identifying their conceptualization, the distinctions they make from scientific research, the required characteristics and their expectations on the subject. The results show that teachers express diverse educational perspectives regarding formative research, related more closely to the training of researchers than to teaching. Likewise, they subtly distinguish formative research from scientific research in the strict sense, which leads to confusion between them; on the other hand, they emphasize the development of cognitive abilities linked to research, and finally, they situate various performance expectations in the formative research process that are not always specified in teaching. The meanings assigned to formative research differ and reveal misunderstandings, but also unveil coincidences in terms of the training aspects of research, which leads to the need to devise strategies to better face challenges related to teaching and socio-professional issues. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-01-20 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/187052 10.1590/S1678-4634202046215876 |
url |
https://www.revistas.usp.br/ep/article/view/187052 |
identifier_str_mv |
10.1590/S1678-4634202046215876 |
dc.language.iso.fl_str_mv |
eng spa |
language |
eng spa |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/187052/173021 https://www.revistas.usp.br/ep/article/view/187052/173020 https://www.revistas.usp.br/ep/article/view/187052/173018 https://www.revistas.usp.br/ep/article/view/187052/173017 https://www.revistas.usp.br/ep/article/view/187052/173016 https://www.revistas.usp.br/ep/article/view/187052/172724 https://www.revistas.usp.br/ep/article/view/187052/172723 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Educação e Pesquisa http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Educação e Pesquisa http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
image/jpeg image/jpeg image/tiff image/jpeg application/pdf text/xml application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 46 (2020); 1-19 Educação e Pesquisa; Vol. 46 (2020); 1-19 Educação e Pesquisa; Vol. 46 (2020); 1-19 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713814202941440 |