Las murallas invisibles entre la investigación educativa y los docentes

Abstract

This article analyzes the main obstacles that the relationship between educational research and teachers faces. It assumes the presence of a widening gap which is taking them along distant and almost antagonistic paths that do not favor the progress of education. The characteristics of five "invisible walls" that interpose between both concepts are exposed: research as a kind of knowledge built between four walls and away from the everyday reality of teachers, the useless topics chosen by researchers, the lack of research training of teachers, the poor results of the studies and the specialized language in which the research is communicated. The article ends with some reflections and suggestions to overcome these walls and achieve a more conciliatory discourse between researchers and teachers.

World-wide barriers and enablers to achieving evidence-informed practice in education: what can be learnt from Spain, England, the United States, and Germany?

“…Among the factors that limit the development of the ability to use research, teachers include limitations of time, resources, or support from the management team (Perines, 2018). In addition, teachers identify clear deficiencies in their initial research training and a strong disconnect with the context of the production of research, marked by concerns about issues that diverge from the reality of the classroom (Perines, 2017).…”

“…In Catalonia, innovative educational initiatives are still far from being a generalisable trend; rather, initiatives are isolated and depend on personal initiative (Camacho, 2016). This undoubtedly contributes to the fact that efforts to promote improvement and innovation continue to be poorly recognised and rewarded, poorly documented (Perines, 2017(Perines, , 2018) and very diverse. Furthermore, despite a high level of thematic diversity, initiatives appear to be minimally connected and are quite different at the methodological level.…”

Co-design of a Teaching–Learning Sequence to Address COVID‑19 as a Socio‑scientific Issue in an Infodemic Context

“…In the virtual education environment, we planned a teaching–learning sequence (TLS) to address COVID-19 as SSI in an infodemic context. This work was carried out using the theoretical and methodological framework of research of design-based research (DBR), for its potential to bridge the gap between educational practice and research (Cain & Allan, 2017 ; Perines, 2017 ; Perines & Murillo, 2017 ), since it allows the collaborative construction between researchers and teachers of educational interventions (Anderson & Shattuck, 2012 ) that enhance learning processes in situated contexts (Kelly, 2006 ). Co-design is understood as the first phase of the process of co-production of knowledge, which from the joint development of a research project seeks to satisfy collective interests and needs of the participants (Moser, 2016 .)…”

Research practices linked with peer assessment practices: analysis of a didactic proposal in initial teacher training in Biology

“…Sin embargo, en distintas épocas, se ha documentado la opinión de los docentes respecto de la investigación educativa, remarcándose la escasa pertinencia que los profesores suelen encontrar al leer trabajos de este tipo (Latham, 1993;Gore y Gitlin, 2007;Woods, 1987). Perines (2017) resalta que existen ciertas murallas invisibles entre la investigación educativa y los docentes, entre las principales podemos mencionar las siguientes: la investigación se percibe como un tipo de conocimiento construido entre cuatro paredes; los profesores encuentran poca utilidad en las temáticas que estudian los investigadores; la escasa formación en investigación de los profesores; los resultados poco concretos de los estudios y el lenguaje especializado en que es comunicada la investigación. Esta autora argumenta que, para que los profesores lean investigaciones y estas impacten en sus prácticas, hay que brindar oportunidades de leer y realizar investigaciones durante la formación inicial y permanente.…”