El rol del docente-investigador en el marco de la Investigación formativa

Authors

  • Jorge Enrique Saby

Keywords:

Research, Training, Role, Teaching, Metacognition, Learning, Reading, Writing

Abstract

The papermakes a proposalof therole of the teacher-researcher determined by theconceptual and proceduralframeworkof formative researchthatwants to enter thenuclearaspectsofthe research processdevelopedby teachersof the Facultyof Technologyofthe University Distrital Francisco José de Caldas. Understoodformative researchas a processof action-transformation, analyzes the role of teachersinfluenced by theunderstandingbetweenscientific research andteaching practice. It pointsto a roledemarcated bythe wayyou should assumeinteachingUniversityresearchandresearch-related education.

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References

Argyris, C., Putnam, R. and Smith, D. (1985), Action Science, San Francisco: Jossey-Bass.

CNA. (1998), La Evaluación Externa en el Contexto de la Acreditación en Colombia, Santafé de Bogotá: Corcas.

Elliot, J. (1994). La Investigación-Acción en Educación, Madrid: Morata.

Johnson, B. (1993), Teacher as Researcher, In: ERIC Digest.

UNESCO. (1999), World Conference on Science for the Twenty First Century: A New Commitment, Budapest: Unesco.

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Published

2012-12-04
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How to Cite

Saby, J. E. . (2012). El rol del docente-investigador en el marco de la Investigación formativa. Papeles, 4(8), 23–30. Retrieved from https://revistas.uan.edu.co/index.php/papeles/article/view/298

Issue

Vol. 4 No. 8 (2012)

Section

Artículos de Investigación

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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