Conocimiento profesoral en torno a la investigación :un estudio de caso único
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2015
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Universidad Santo Tomás
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Algunos estudios relacionados con las concepciones del maestro en el ámbito investigativo, tienen en cuenta que el compromiso del docente está en cumplir no sólo su función de docencia sino también su función investigativa, como afirma “la investigación es la motivación que desarrolla el conocimiento y va en búsqueda de lo desconocido a través de lo conocido, sirviéndose de la observación, de la experimentación, de la indagación del pasado, pero también de la razón” (Saldarriaga, 2003:187); conceptualizando así la investigación como la actividad fundamental de la docencia, la cual establece una interrelación con el quehacer del proceso enseñanza-aprendizaje. En consecuencia, el docente investigador está obligado a crear y propiciar un clima investigativo en procura del proceso educativo, ya que el maestro para realizar la investigación debe indagar conceptos del pasado interrelacionándolos con los conceptos previos. Además, hay que tener en cuenta otro aspecto, el conocimiento, Porlán (1997), dice, que este sería el producto de una aproximación de saberes epistemológicamente diferentes, generados en contextos no siempre coincidentes, que se manifiestan en distintas situaciones, profesionales y, con relación al concepto de creencia, la mayoría de investigadores han aceptado directa o indirectamente las definiciones derivadas de la obra de Dewey (1989), según la cual una creencia puede ser un tipo de pensamiento tácito e irreflexivo, que puede ser verdadero o falso, pero del cual el sujeto que lo mantiene no puede dar cuenta discursivamente.
Abstract
Some studies related to the teacher's conceptions in the research field, take into account that the teacher's commitment is to fulfill not only his or her teaching function but also his or her research function, as he or she affirms "research is the motivation that develops knowledge and goes in search of the unknown through the known, using observation, experimentation, investigation of the past, but also reason" (Saldarriaga, 2003: 187); thus conceptualizing research as the fundamental activity of teaching, which establishes an interrelation with the work of the teaching-learning process. Consequently, the researcher teacher is obliged to create and propitiate a research climate in pursuit of the educational process, since the teacher, in order to carry out the research, must investigate concepts of the past interrelating them with the previous concepts. In addition, another aspect must be taken into account, knowledge, Porlán (1997) says, that this would be the product of an approach of epistemologically different knowledge, generated in contexts that do not always coincide, which are manifested in different situations, professional and, in relation to the concept of belief, Most researchers have directly or indirectly accepted the definitions derived from Dewey's work (1989), according to which a belief can be a type of tacit and unreflected thought, which may be true or false, but which the subject who holds it cannot discursively account for.
Some studies related to the teacher's conceptions in the research field, take into account that the teacher's commitment is to fulfill not only his or her teaching function but also his or her research function, as he or she affirms "research is the motivation that develops knowledge and goes in search of the unknown through the known, using observation, experimentation, investigation of the past, but also reason" (Saldarriaga, 2003: 187); thus conceptualizing research as the fundamental activity of teaching, which establishes an interrelation with the work of the teaching-learning process. Consequently, the researcher teacher is obliged to create and propitiate a research climate in pursuit of the educational process, since the teacher, in order to carry out the research, must investigate concepts of the past interrelating them with the previous concepts. In addition, another aspect must be taken into account, knowledge, Porlán (1997) says, that this would be the product of an approach of epistemologically different knowledge, generated in contexts that do not always coincide, which are manifested in different situations, professional and, in relation to the concept of belief, Most researchers have directly or indirectly accepted the definitions derived from Dewey's work (1989), according to which a belief can be a type of tacit and unreflected thought, which may be true or false, but which the subject who holds it cannot discursively account for.
Some studies related to the teacher's conceptions in the research field, take into account that the teacher's commitment is to fulfill not only his or her teaching function but also his or her research function, as he or she affirms "research is the motivation that develops knowledge and goes in search of the unknown through the known, using observation, experimentation, investigation of the past, but also reason" (Saldarriaga, 2003: 187); thus conceptualizing research as the fundamental activity of teaching, which establishes an interrelation with the work of the teaching-learning process. Consequently, the researcher teacher is obliged to create and propitiate a research climate in pursuit of the educational process, since the teacher, in order to carry out the research, must investigate concepts of the past interrelating them with the previous concepts. In addition, another aspect must be taken into account, knowledge, Porlán (1997) says, that this would be the product of an approach of epistemologically different knowledge, generated in contexts that do not always coincide, which are manifested in different situations, professional and, in relation to the concept of belief, Most researchers have directly or indirectly accepted the definitions derived from Dewey's work (1989), according to which a belief can be a type of tacit and unreflected thought, which may be true or false, but which the subject who holds it cannot discursively account for.
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