Investigación en el aula
Date
2006
Journal Title
Journal ISSN
Volume Title
Publisher
Institución Universitaria Colegio Mayor del Cauca
Abstract
La investigación en el aula, una actividad que contribuye a ampliar marcos conceptuales que orientan las acciones prácticas de docentes e investigadores educativos está en la actualidad
regida por diversos paradigmas desde el punto de vista en que una revolución supone el abandono de una estructura teórica y se reemplaza por otra, incompatible con la anterior.
Desde una perspectiva muy general la investigación educativa ha estado dominada por dos paradigmas rivales: el paradigma naturalista y el paradigma interpretativo, frente a estos ha
emergido un nuevo modelo de investigación educativa soportado bajo los supuestos del paradigma socio crítico. Para otros autores la investigación debe estar firmemente conectada con la práctica misma. Este tipo de investigación es la investigación acción.
La investigación en el aula debe partir de los problemas educativos reales que tienen los que participan en ella, conlleva asumir una nueva concepción sobre la naturaleza y el origen de los problemas educativos. Es un proceso mediante el cual los docentes pueden deliberar sobre su toma de decisiones y mejorar su práctica docente. Su realización requiere una planificación
reflexiva de acción y evaluación sobre su práctica, con miras a la innovación o intervención en la misma. En este enfoque presupone asumir la necesidad de que investigar es algo natural en
la actividad del docente y reorientar el concepto tradicional de investigación. El modelo del docente que sirve de referencia para la reforma del currículo de la institución propone, entre otras competencias, la de investigador activo, además de una formación
y actitud investigadora.
The Action Research, an activity that contributes to extend the conceptual frameworks that guide the practical actions of educational investigator teachers, it is currently handled by several paradigms having in mind that a revolution supposes the abandonment of a theoretical structure and it is replaced by another one, that is incompatible with the previous one. From a very general perspective the educational research has been dominated by two rival paradigms: the naturalistic paradigm and the interpretative one, as opposed to these have emerged a new model from educational research supported under the assumptions of the socio-critical paradigm. For some other authors the research must be firmly connected with the practice itself. This type of research is the Actions Research. El modelo del docente que sirve de referencia para la reforma del currículo de a institución propone, entre otras competencias, la de investigador activo, además de una formación y actitud investigadora. The Action Research must start from the real educational problems possessed by those who participated in it, in this way, it carries to assume a new conception on the nature and the origin of the educational problems. It is a process by means of which the teachers can deliberate on their making decision and improving their educational practice. Its accomplishment requires a reflective participation of action-evaluation on their practice, with a view to the innovation or intervention in the same one. In this approach it estimates to assume the necessity that researching it is something natural in the activity of the teacher, as well as giving to the traditional concept of research a new direction. The model of the teacher used as reference for the curricular reform of an institution proposes among other skills, to be an active researcher, in addition to a forming and researching attitude.
The Action Research, an activity that contributes to extend the conceptual frameworks that guide the practical actions of educational investigator teachers, it is currently handled by several paradigms having in mind that a revolution supposes the abandonment of a theoretical structure and it is replaced by another one, that is incompatible with the previous one. From a very general perspective the educational research has been dominated by two rival paradigms: the naturalistic paradigm and the interpretative one, as opposed to these have emerged a new model from educational research supported under the assumptions of the socio-critical paradigm. For some other authors the research must be firmly connected with the practice itself. This type of research is the Actions Research. El modelo del docente que sirve de referencia para la reforma del currículo de a institución propone, entre otras competencias, la de investigador activo, además de una formación y actitud investigadora. The Action Research must start from the real educational problems possessed by those who participated in it, in this way, it carries to assume a new conception on the nature and the origin of the educational problems. It is a process by means of which the teachers can deliberate on their making decision and improving their educational practice. Its accomplishment requires a reflective participation of action-evaluation on their practice, with a view to the innovation or intervention in the same one. In this approach it estimates to assume the necessity that researching it is something natural in the activity of the teacher, as well as giving to the traditional concept of research a new direction. The model of the teacher used as reference for the curricular reform of an institution proposes among other skills, to be an active researcher, in addition to a forming and researching attitude.
Description
Keywords
Educación, Investigación, Docencia