Conocimiento profesoral en torno a la investigación :un estudio de caso único

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.