COMPETENCIAS INVESTIGATIVAS EN LA FORMACIÓN DE MAESTROS EN BOLIVIA
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Rev. Cien. Tec. In.
Abstract
El artículo tiene como objetivo exponer los hallazgos obtenidos en la formación de competencias investigativas de los estudiantes en la Escuela Superior de Formación de Maestros en Bolivia, en la Unidad de Formación en Investigación Educativa y Producción de Conocimientos de la Práctica Educativa Comunitaria (TEPC-PEC). Para el desarrollo metodológico se asumió el paradigma sociocrítico, determinando el problema de estudio desde una perspectiva dialéctica-interpretativa. Para tal efecto, se acudió a la revisión documental y bibliográfica, efectuando la lectura y análisis selectiva de las publicaciones en los últimos cinco años, excluyendo la bibliografía antes del 2018 y publicaciones que no tienen relación o pertinencia con el tema de investigación. Los hallazgos y resultados obtenidos revelan que los centros de formación inicial de maestras y maestros, si bien en teoría desarrollan capacidades, habilidades, aptitudes y actitudes en investigación, la realidad evidencia que la formación de competencias investigativas: epistémicas, teóricas y productivas, sigue siendo una constante preocupación. En conclusión, la formación de competencias investigativas, revela aspectos positivos, negativos e interesantes. Sin embargo, existen inquietudes compartidas entre autoridades académicas, docentes formadores, estudiantes de las instituciones de formación docente y otros actores sobre la escasa articulación entre: teórica-práctica-producción, en diferentes etapas formativas en la ESFM, aspecto que es notorio en la sistematización de los documentos en las diferentes modalidades de graduación
The article aims to expose the findings obtained in the research competences training of students at the Higher School of Teacher Training in Bolivia, in the Training Unit in Educational Research and Knowledge Production of Community Educational Practice (IEPC-PEC). The methodology is focused on the socio critical paradigm determining the study problem from a dialectical-interpretive perspective. It includes a theoretical and bibliography revisión through a selective reading and analysis of publications in the last five years, omitting bibliography before 2018 and publications that are not related or relevant to the research topic. The findings and results obtained reveal that the Initial Teachers Training Centers, although in theory they work on skills, abilities, aptitudes and attitudes in research, the reality shows that Research Competences Training: epistemic, theoretical and productive, continúes to be a constant worry. In conclusión, Research Competences Training reveáis positive, negative and interesting aspects. However, there are shared concerns among academic authorities, teacher trainers, students from teacher training institutions and other actors on the poor articulation between: theory-practice-production, in different formative stages at the ESFM, this aspect is evidenced in the documents systematization in the different graduation modalities
The article aims to expose the findings obtained in the research competences training of students at the Higher School of Teacher Training in Bolivia, in the Training Unit in Educational Research and Knowledge Production of Community Educational Practice (IEPC-PEC). The methodology is focused on the socio critical paradigm determining the study problem from a dialectical-interpretive perspective. It includes a theoretical and bibliography revisión through a selective reading and analysis of publications in the last five years, omitting bibliography before 2018 and publications that are not related or relevant to the research topic. The findings and results obtained reveal that the Initial Teachers Training Centers, although in theory they work on skills, abilities, aptitudes and attitudes in research, the reality shows that Research Competences Training: epistemic, theoretical and productive, continúes to be a constant worry. In conclusión, Research Competences Training reveáis positive, negative and interesting aspects. However, there are shared concerns among academic authorities, teacher trainers, students from teacher training institutions and other actors on the poor articulation between: theory-practice-production, in different formative stages at the ESFM, this aspect is evidenced in the documents systematization in the different graduation modalities
Description
Vol. 20, No. 25