La formación del profesorado en investigación educativa y el papel del maestro investigadorUna mirada desde las políticas educativas en España y Colombia

Zusammenfassung

Over the last 50 years the approach of the teacher as researcher and reflective agent transforming his practice, has grown in importance. However, in order to integrate educational research with the work carried out by teachers it is required a pre-service training that contributes to have a good command proficient in techniques and research skills. The aim of this study is to analyse whether educational policies in Spain and Colombia boost educational research during the initial and ongoing training of teachers and whether it is a task that should be performed in education. The methodology is based on the qualitative paradigm. Thus we use the content analysis technique (Hsieh & Shannon, 2005) for data analysis. The results show that the educational policies of both contexts include research in initial and ongoing teacher training. In turn, within the functions of teachers the development of research activities in the field of education is mentioned. The latter is considered as one of the aims and principles of the educational system of both countries.