Contributions to research training from the perspective of teachers and students

Abstract

The study aimed to investigate the contributions to research training at the Technological Pedagogical University of Colombia (UPTC), specifically in the Bachelor's Program in Primary Basic Education, examining these contributions from the perspective of teachers and students. The research was guided by the interpretive paradigm, since the qualitative approach was used to examine the reality of interest. To collect the data, an in-depth interview was used, applied to ten teachers and ten students called key informants. For the analysis process, the criteria of the Fundamental Theory were taken into consideration, with the technological support of the Atlas Ti tool. The results from the teachers' responses reflected the main contribution of the link between research and teacher training, through conceptual, statistical and methodological theoretical support, which contributes to the comprehensive training of future teachers; in addition to promoting reflection on the educational reality and the possibility of improving educational work from pedagogical practice. For their part, students recognize the conceptual contributions of the subjects oriented to the research axis; but they emphasize that depth is required with regard to the clear exemplification of the analysis and interpretation procedures, triangulation, as well as validity and reliability considered in the development of an investigation. Therefore, it was concluded that it is necessary to promote a research culture to establish inquiry into one's own praxis as a possibility of transforming educational reality.