Formación docente basada en la investigación para la transformación educativa

Abstract

Educational research has established itself as a key dimension in teacher training, serving as a means to understand, transform, and improve pedagogical practice. Indeed, its curricular integration has responded to growing social demands for educators who are critical, reflective, and committed to educational development. Therefore, this research has focused on explaining the main challenges, dimensions, and content of educational research, considering it an essential training axis to ensure the advancement of education and the fulfillment of its social functions. To this end, the study was conducted using a qualitative descriptive-analytical approach, centered on theoretical analysis and the systematization of a curricular experience implemented in the initial training of basic education teachers at the Universidad Regional Autónoma de los Andes. Among the results, it was identified that educational research plays a transversal and structural role in the training curriculum. Its development has required the articulated mastery of epistemological, theoretical, methodological, and contextual components. As well as an analyzed curriculum proposal organized into three phases: research design, methodological appropriation, and socio-educational project execution. It was concluded that the systematic incorporation of educational research into teacher training strengthens critical and transformative competencies. Thus, it promotes a pedagogical practice grounded in reflection, knowledge, and action oriented toward educational change.