Construcción de teoría a partir de la investigación-acción en el currículo para la formación de educadores

Abstract

Some preconceptions exist in Colombian teacher training programs regarding research by teachers and, perhaps with more reason, by students. In the light of these prejudices, we have set out to clarify some theoretical concepts of research and teaching research. This article presents some of the results of an attempt to integrate thought, action and writing by teachers in training, as they learn to do research and formulate theories while practice teaching. Within the curriculum, they can improve their research skills by identifying problems, observing, recording and interpreting data, reflecting, experimenting, planning, evaluating and constructing theories. Examples are presented of issues and problems arising in everyday classroom practice teaching which can lead to new theories through the application of research-action processes.