Resumen de I research, you research: do future teachers consider themselves researchers?

Mireia Giralt Romeu, Eva Liesa, Montserrat Castelló Badia

• español

  El estudio, de carácter interpretativo y de corte transversal, analizó las percepciones de estudiantes de último curso de Educación Primaria sobre la indagación educativa. Se exploraron tanto la comprensión de lo que conlleva como sus beneficios, procedimientos, agentes involucrados y las competencias necesarias para su desarrollo. Los datos se recogieron a partir del cuestionario TePi (Teacher Professional Identity) y el desarrollo de un grupo focal. Los resultados indican que los estudiantes, en general, no concibieron la investigación como parte integrante de su identidad profesional y establecieron relaciones anecdóticas entre la utilidad de la investigación en las aulas, su vínculo con los procesos de mejora educativa y su propia responsabilidad. Además, tuvieron dificultades para definir los procedimientos vinculados a la investigación de manera sistemática y se consideraron poco competentes para su desarrollo. De los resultados se desprende la necesidad de revisar los programas formativos desde un enfoque basado en la investigación educativa (research based approach) si se pretende que los futuros maestros sean responsables y competentes para afrontar procesos de innovación en los centros educativos.

• English

  This interpretative, cross-sectional study analysed the perceptions of students in their last year of their bachelor’s in primary school education with regard to educational inquiry. It explored their understanding of what this concept means and its benefits, as well as the procedures, stakeholders and competences involved in research. The data were collected using the TePi (Teacher Professional Identity) questionnaire and a focus group. The results indicate that overall the students did not view research as an integral part of their professional identity and established anecdotal relations between the usefulness of research in classrooms, its association with educational improvement processes and their own responsibilities. Furthermore, they had difficulties systematically defining the procedures associated with research and did not consider themselves fully competent to conduct research themselves. Based on the results, we can discern a need to revise training programmes to adopt a more research-based approach if we want future teachers to gain competence in and take responsibility for innovation processes at schools.