Challenges in teaching-research training

Abstract

The teaching-research binomial is supported by policy frameworks and theoretical postulates, which articulates coordinate or separate these functions. The main objective of this analysis seeks to reflect on the need to link teaching with research, not only in its formative function, but also in their substantive role. Studies have shown that research improves teacher quality and training of future professionals, so training for research should be enhanced and continuous improvement in skills for both functions. Furthermore scientific research can lead El Salvador to improve the production of knowledge and innovation, where higher education institutions, require not only teacher-researchers with the necessary skills, but also the support of the State and international cooperation. This requires reviewing the regulatory framework, if it is promoting this activity and the organization of research in universities, regarding the roles of teachers, for them to no longer see separate teaching and research.

Entorno, april 2014, issue 55: 51-62