Pasos y tropiezos. Las dificultades y los logros de los sujetos de la formación docente en el abordaje de la investigación educativa
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Facultad de Humanidades y Artes. Escuela de Ciencias de la Educación
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Este artículo refleja un intento de sistematización de las experiencias relevadas
durante seis años de desempeño como docente en los Seminarios de
Investigación Educativa, en el Instituto Superior de Formación Docente N° 803
de Puerto Madryn, Chubut.
Pretende brindar un aporte para la comprensión de cuáles son las dificultades
de los y las estudiantes al momento de cursar el Seminario, mediante
la identificación de las principales barreras que obstaculizan los procesos de
investigación que deben realizar para acreditar la unidad curricular. Por otra
parte, se intentan establecer algunas de las principales razones por las cuales
surgen las dificultades en el desarrollo de tales procesos, tanto desde la
perspectiva metodológica como desde otros aspectos concomitantes que no
pueden ser dejados de lado.
Simultáneamente, resulta interesante identificar qué estrategias ponen en
juego los y las estudiantes, en orden a superar las dificultades, y cómo van
ajustando sus acciones, a lo largo de un recorrido espiralado, hasta poder dar respuesta a sus interrogantes iniciales, y arribar a conclusiones que constituyan
aportes originales al conocimiento sobre una determinada problemática.
En este marco, cobran especial relevancia las estrategias que se despliegan
desde el/la docente, con el fin de acompañar este proceso y facilitar el aprendizaje.
This article showcases an attempt to systematize the experiences collected during six years as a teacher in the Education Research Seminars in the Instituto Superior de Formación Docente N° 803 from Puerto Madryn, Chubut. It aims to provide a contribution into understanding which are the difficulties for the students attending the seminars, through the identification of the main obstacles blocking the research processes they must accomplish in order to credit the curricular unit. In the other hand, it also attempts to establish some of the main reasons for the difficulties arising during such processes, from a methodological point of view as well as several other present angles that should not be left aside. At the same time, it is interesting to identify the strategies displayed by the students in order to overcome the difficulties, and how they adjust their actions along a spiral path until they reach an answer to their initial questions and reach conclusions that constitute original contributions into the knowledge of a given problem. In this framework, the strategies played by the teacher, in order to help and ease the students learning processes, become specially significant.
This article showcases an attempt to systematize the experiences collected during six years as a teacher in the Education Research Seminars in the Instituto Superior de Formación Docente N° 803 from Puerto Madryn, Chubut. It aims to provide a contribution into understanding which are the difficulties for the students attending the seminars, through the identification of the main obstacles blocking the research processes they must accomplish in order to credit the curricular unit. In the other hand, it also attempts to establish some of the main reasons for the difficulties arising during such processes, from a methodological point of view as well as several other present angles that should not be left aside. At the same time, it is interesting to identify the strategies displayed by the students in order to overcome the difficulties, and how they adjust their actions along a spiral path until they reach an answer to their initial questions and reach conclusions that constitute original contributions into the knowledge of a given problem. In this framework, the strategies played by the teacher, in order to help and ease the students learning processes, become specially significant.
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