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Research Article

EEO. 2020; 19(4): 2906-2919


Formative research itineraries in education students

Fabiola Talavera-Mendoza, Fabian Rucano-Paucar, Fernando Pari-Tito, Klinge Villalba-Condori.


Abstract

A task to be solved in the Faculty of Education Sciences of the National University of San Agustín (UNSA) is the alignment of teaching practice with the precepts of formative research from university classrooms; understood as the opportunity to develop investigative skills in students from the daily task to investigate. Therefore, this article characterizes the evidence presented by teachers on the platform of the Information Registration System, product of developing these skills with students for knowledge management. The study is documentary, developed from the content analysis method which allowed evaluating the strategies for each cycle included in the formative research model at UNSA: heuristic search for information gathering, argumentative logic, techniques and instruments, systematization of experiences and final work of thesis and / or scientific poster as evidence in each of the academic semesters. This analysis allows us to understand the phenomena and difficulties in directing the investigative skills developed by the teachers, without the respective accompaniment processes and final review of the products registered in the system.

Key words: Formative research, teacher training, knowledge management, investigative culture.






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