Competencias investigativas: estudio de caso en la carrera de enseñanza del inglés
Date
Authors
Subject
competencias investigativas
percepción
estudiantes de pregrado
profesores universitarios
enseñanza del inglés
research skills
perception
undergraduate students
university professors
English language teaching
percepción
estudiantes de pregrado
profesores universitarios
enseñanza del inglés
research skills
perception
undergraduate students
university professors
English language teaching
Language:
Journal Title
Journal ISSN
Volume Title
Publisher
Instituto Tecnológico de Santo Domingo (INTEC)
Se realizó un análisis de las competencias investigativas en el ámbito de la enseñanza del inglés en una universidad privada. Se implementó un estudio en tres etapas, siguiendo los siguientes objetivos específicos: 1) describir los indicadores de competencias investigativas en los planes de estudio mediante un análisis de contenido, 2) comprender la percepción de los estudiantes sobre la importancia de la investigación y sus habilidades investigativas, y 3) determinar la autopercepción y el compromiso de los docentes en el desarrollo de competencias investigativas. En la primera etapa se realizó un análisis de contenido de enfoque cualitativo. En las segunda y tercera fase, se utilizó un estudio no experimental de tipo transversal y descriptivo de carácter cuantitativo. El muestreo siguió una técnica no probabilística. Los resultados revelaron esfuerzos aislados para fomentar el desarrollo de competencias en los programas, siendo la presencia de indicadores más fuerte en el nivel de Licenciatura. Tanto los estudiantes como los docentes reconocen la importancia de la investigación y consideran que sus competencias investigativas son bastante elevadas. Sin embargo, los hallazgos evidencian que los profesores no se involucran en procesos investigativos y en ambas poblaciones se identificaron diversas deficiencias en aspectos metodológicos, como la determinación del problema, el análisis de resultados y la difusión de hallazgos.
This research addressed a comprehensive analysis of research competencies in the field of English teaching at a private university. To achieve this purpose, a study was implemented in three stages, following the following specific objectives: 1) to describe the indicators of research competencies in the curriculum through a content analysis, 2) to understand students' perception of the importance of research and their research skills, and 3) to determine the self-perception and commitment of teachers in the development of research competencies. To this end, in the first stage, a qualitative content analysis of courses was carried out. In the second and third phases, a non-experimental cross-sectional and descriptive study was used under a quantitative paradigm. The sampling followed a non-probabilistic technique. The results revealed isolated efforts to promote the development of competencies in the programs, with the presence of indicators being stronger at the licentiate level. Both students and teachers recognize the importance of research and consider their research competencies to be quite high. However, the findings indicate that teachers do not engage in research processes, and revealed various deficiencies in methodological aspects in both populations, such as selection of the problem, data analysis, and distribution of findings.
This research addressed a comprehensive analysis of research competencies in the field of English teaching at a private university. To achieve this purpose, a study was implemented in three stages, following the following specific objectives: 1) to describe the indicators of research competencies in the curriculum through a content analysis, 2) to understand students' perception of the importance of research and their research skills, and 3) to determine the self-perception and commitment of teachers in the development of research competencies. To this end, in the first stage, a qualitative content analysis of courses was carried out. In the second and third phases, a non-experimental cross-sectional and descriptive study was used under a quantitative paradigm. The sampling followed a non-probabilistic technique. The results revealed isolated efforts to promote the development of competencies in the programs, with the presence of indicators being stronger at the licentiate level. Both students and teachers recognize the importance of research and consider their research competencies to be quite high. However, the findings indicate that teachers do not engage in research processes, and revealed various deficiencies in methodological aspects in both populations, such as selection of the problem, data analysis, and distribution of findings.
Description
Type
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Items evaluated by peers
Artículos evaluado por pares
info:eu-repo/semantics/publishedVersion
Items evaluated by peers
Artículos evaluado por pares
Source
Science and Education; Vol. 8 No. 2 (2024): Science and Education; 27-42
Ciencia y Educación; Vol. 8 Núm. 2 (2024): Ciencia y Educación; 27-42
2613-8808
2613-8794
10.22206/cyed.2024.v8i2
Ciencia y Educación; Vol. 8 Núm. 2 (2024): Ciencia y Educación; 27-42
2613-8808
2613-8794
10.22206/cyed.2024.v8i2