Percepciones sobre investigación y formación permanente del profesorado de la carrera educación

Abstract

This article corresponds with the results obtained from the qualitative phase of the denominative study of the Investigation and Permanent Professorship Formation in the Education Career where the relationship between both variables is evaluated. In this phase the perceptions about the investigation and the permanent formation of the professorship will be revealed. Its intent is to explain the internal situations that affect the investigative productivity, and for this reason the permanent formation and the quality of the teaching, that which permits the responsible parties of higher education to make decisions that benefit the greater good. The assumed focus is holistic on an intergraded level. The type of investigation is evaluative; the population is composed of 164 professors with an intentional sample, 9 from the UNESR Nucleo Valera and 17 from the ULA-NURR. A structured interview, run by the professors, was completed. After analyzing the information by means of categories of analysis, difficulties were revealed that hindered the investigative productivity of the professors: A lack of time, excessive workload, insufficient financial resources, the competition to qualify for and maintain in PPI and PEI, excessive bureaucracy, and insufficient journals for publication. In reference to the permanent formation it was discovered that there existed a distancing between institutions of learning and professors, and in this way a lack of formation in the specialty of the professor and through pedagogical formation, among others. It was concluded that the investigation has a direct relationship with the permanent formation, which is to say that a major investigation of the permanent formation should increase and strengthen the processes of educational studies.