Research competences in teacher training processes: an action research experience through the operation of local research networks in initial and continuing education

Abstract

This article analyzes the results of the research carried out during the years 2011-2012, in the initial and permanent teacher training subsystems, in the schools in charge of training teachers in nine departments of Honduras.

The sample was formed by teachers that belonged to the action research networks, teachers of educational research in the training schools, linked to the research units, principals of the schools and students. In the qualitative study, research technicians of National Institute of Educational Research and Training (INICE) participated using the collaborative group technique, observations, documentary revision and semi-structured interviews for the data
gathering.

The results show an overview between the “prescribed” curriculum like which it is “implemented” in the classrooms and finally, its relation to the curriculum “achieved”. It is shown that the investigative competences are unsubstantiated as emerging categories in pedagogical practice holistically, in the sense of having interdisciplinary relationship. Even though the teacher training has undergone substantial changes in terms of the need to continue improving the quality of the teaching practicum, perceiving challenges and opportunities in the teaching training system, the experience of teachers organized in action research networks showed strengthening in the teamwork, reflection of the pedagogical practice, leadership with the parents of the school context and institutional leadership skills.

Conocimiento Educactivo, Vol. 1, 2014: 35-52