Confluir necesidades contrastantes: Introducción de un modelo para el diseño de investigaciones docentes en contextos educativos subóptimos
DOI:
https://doi.org/10.7346/-fei-XVII-03-19_04Palabras clave:
Investigación Docente, Formación Docente, Gestión Educativa, Epistemología, Investigación CualitativaResumen
Este artículo aborda el tema de los docentes-investigadores proponiendo un modelo para el diseño de investigaciones lideradas por profesores que satisfagan tanto los criterios teóricos como prácticos de la investigación científica llevada a cabo en contextos educativos. La Parte 1 se centra en la reticencia de los profesores a emprender investigaciones académicas durante el año laboral. Se identifican dos razones prácticas para esto, que explican la falta de involucramiento del cuerpo docente: demandas excesivas por parte de los formuladores de políticas y la falta de recursos. La Parte 2 avanza a nivel teórico e identifica dos creencias sobre el conocimiento que son ampliamente aceptadas en diferentes culturas y que limitan la capacidad de la academia para reconocer las experiencias diarias en el lugar de trabajo como una forma de práctica educativa informada científicamente. Inspirándose en Damiano (2015), se redefine la legitimidad epistemológica de las experiencias docentes. La Parte 3 introduce un modelo para diseñar actividades de investigación en contextos educativos, de tal manera que no se requiera tiempo ni recursos adicionales; a través de estas actividades investigativas, los profesores serán capaces de llevar a cabo investigaciones sin sucumbir a los obstáculos comunes de su jornada laboral. El ejemplo principal se centra en el abandono escolar temprano y la posibilidad de convertir un día de orientación profesional en una investigación realizada mediante etnografía visual, lo cual tiene el efecto de empoderar a los estudiantes en riesgo. Dicho caso se resume en forma gráfica, proporcionando una herramienta adicional para la planificación de actividades similares. Finalmente, la Parte 4 evalúa la viabilidad del modelo propuesto, utilizando como contraste un marco diseñado para la metaevaluación de prácticas evaluativas.
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