Formative research in teacher training: a case study carried out in Uruguay

Dublin Core

Título

Formative research in teacher training: a case study carried out in Uruguay

Tema

URUGUAY
DOCENTES
ENSEÑANZA
INVESTIGACION
BIBLIOGRAFIA NACIONAL QUIMICA
2024

Abstract

The importance of professionalism in teaching practices for achieving high-quality education has been acknowledged. Becoming a professional teacher is a long-term commitment but it is essential to promote high standards of professionalism from the beginning of teacher candidate formation. In addition, as professionalism in teaching is closely linked to the concept of “teacher as a researcher”, formative research seems to be a potent strategy for engaging future teachers in developing research abilities, essential for understanding and analyzing their educational practices. In this sense, the objective of this work is to explore the influence of a formative research approach on the development of research competencies by applying an action-research approach with a longitudinal cut. Thus, an intervention based on a ubiquitous strategy of formative research was implemented during the final three years of education of a teacher’s training institution in Uruguay. The teacher candidate development of research competencies was assessed along the process. The obtained results demonstrated the effectiveness of implementing formative research to enhance the research skills of teacher candidates. The assessment of overall research competencies exhibited a statistically significant and substantial positive change (Cohen’s d = 0.92). The impact was most pronounced among teacher candidates with the least developed initial research competencies, particularly for those in the early stages of their careers. This suggests that candidates engaged in the formative research strategy throughout their studies might achieve even higher levels of research competencies. Disaggregating the results by gender and for most of the specific subjects showed similar effects.In addition, within the framework of ubiquitous learning, the emphasis on the use of digital tools during the intervention led to an increase in the development of the research skills related to these tools for the studied sample. This is the first example of a quantitative approach that leads to concrete conclusions related to the effect of a research formative strategy for teacher candidates in Uruguay.

Autor

Imbert Romero, Daisy
Rebollo, Cristina
Cabrera Borges, Claudia
Elósegui, Eduardo
Torres, Julia
Otero, Lucía

Fuente

International Journal of Educational Research v.125, 2024. -- e102345

Editor

Elsevier

Fecha

2024

Derechos

Información sobre Derechos de Autor

(Por favor lea este aviso antes de abrir los documentos u objetos)

La legislación uruguaya protege el derecho de autor sobre toda creación literaria, científica o artística, tanto en lo que tiene que ver con sus derechos morales, como en lo referente a los derechos patrimoniales con sujeción a lo establecido por el derecho común y las siguientes leyes (LEY 9.739 DE 17 DE DICIEMBRE DE 1937 SOBRE PROPIEDAD LITERARIA Y ARTISTICA CON LAS MODIFICACIONES INTRODUCIDAS POR LA LEY DE DERECHO DE AUTOR Y DERECHOS CONEXOS No. 17.616 DE 10 DE ENERO DE 2003, LEY 17.805 DE 26 DE AGOSTO DE 2004, LEY 18.046 DE 24 DE OCTUBRE DE 2006 LEY 18.046 DE 24 DE OCTUBRE DE 2006)

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Formato

PDF

Extent

12 p.

Idioma

Inglés

Tipo

Artículo

Identificador

10.1016/j.ijer.2024.102345

Document Item Type Metadata

Original Format

PDF
Fecha de agregación
May 29, 2024
Colección
Bibliografía Nacional Química
Tipo de Elemento
Document
Etiquetas
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Citación
Imbert Romero, Daisy, “Formative research in teacher training: a case study carried out in Uruguay,” RIQUIM - Repositorio Institucional de la Facultad de Química - UdelaR, accessed July 18, 2024, https://riquim.fq.edu.uy/items/show/6800.
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