Research training of university students: the theoretical, methodological and practical conceptions of the professors

Abstract

The university of the 21st century assumes the responsibility of converting science and technology into the pillars of sustainable development and to achieve this, research training becomes an unavoidable task for university professors. From this position, regulations, theories and experiences that support this task are interwoven and reveal the factors that influence the results they enunciate. The reflection on gaps and projections becomes an obligatory reference to understand the diversity of positions that seem conclusive; however, the discussion today is focused on the evaluation of the result of the process and it is unknown what relationships exist between the theoretical, methodological and practical conception of university professors in the research training of students? Assumed as a research problem, the objective was to determine the relations between the theoretical-methodological conception and the practices of university professors in the research training of students. The study assumed the grounded theory as a methodology that allowed the systematization of the theoretical and political referents in Latin American universities and an exercise of empirical inquiry with a group of professors of the Corporación Universitaria Remington. The results of the study confirmed the place of the conceptions and experiences of the professors in the results obtained. The ideas and conclusions presented here constitute an important reference to understand where efforts should be directed.