Resumen de The benefits and challenges of becoming a researcher from being a teacher in the Escuela Normal context: an autoethnographic study
In education, there is often a divide between the roles of teachers and researchers. Teachers are primarily responsible for delivering instruction, managing classrooms, and assessing student learning. On the other hand, researchers focus on conducting studies, analysing data, and generating new knowledge to inform educational practices. While both roles are essential in education, transitioning from a teacher to a researcher can have numerous benefits and challenges. One of the benefits of becoming a researcher from being a teacher in the Escuela Normal context is the opportunity for professional growth and development. Research experiences can expand teachers’ knowledge and skills, allowing them to deepen their understanding of educational theories, methodologies, and practices. Expanding knowledge can enhance the quality of their teaching and positively impact student outcomes. Additionally, engaging in research can enhance teachers’ critical thinking skills and ability to analyse and interpret data. This research experience also allows teachers to collaborate with experts in the field, building valuable professional networks that can further support their growth and development as educational professionals. However, transitioning from being a teacher to becoming a researcher presents numerous challenges. One challenge is navigating the shift in identity from being solely an educator to taking on the role of a researcher. This role is less familiar for a novice researcher than for a teacher (Meyer & Willis, 2018). Even seemingly trivial issues such as appropriate attire for a researcher (casual or formal?) can cause unnecessary anxiety at trying to ‘fit in’ with the new role.
