THE CHALLENGE OF COMPETENCIES IN TRAINING FOR EDUCATIONAL

RESEARCH: A CONCEPTUAL APPROACH.

El desafío de la formación en competencias para la investigación educativa: aproximación
conceptual,
Volumen 19, Número 3, Setiembre-Diciembre pp. 1-27
Cristian Velandia Mesa,
Francisca José Serrano Pastor,
María José Martínez Segura
Citar este documento según modelo APA Velandia Mesa, Cristian., Serrano Pastor,
Francisca José., y Martínez Segura, María José. (2019). The challenge of competencies in
training for educational research: a conceptual approach. Revista Actualidades
Investigativas en Educación, 19(3), 1-27. Doi. 10.15517/aie.v19i3.38738.

The challenge of competencies in training for educational research: a conceptual approach

El desafío de la formación en competencias para la investigación educativa: aproximación
conceptual
Cristian Velandia Mesa 1,
Francisca José Serrano Pastor 2,
María José Martínez Segura 3,
Abstract: This article shows the results of the study, which purpose was to reconfigure
and develop a conceptual approach to research competences for the strengthening of
educational research training processes. The research was conducted in four academic
semesters and was based on a mixed approach with a Sequential Transformative
Research Design (DITRAS). The process included a stage of documental analysis and
systematization of qualitative data that were collected through semi-structured interviews.
The second stage included the implementation of the CMI technique, which purpose was
to identify categorical systems to classify research competences through the analysis of
hierarchical conglomerates. Eleven experts in the area of teaching-research in Higher
Education participated, 24 students and 4 alumni from an undergraduate program in Early
Childhood Education. The result of the study was to build a conceptual and taxonomic
approach to the competencies for teacher-researcher training, which includes 79 learning
outcomes that are classified in 29 constructs, and related in 8 competences. The strong
theoretical influence in the processes of research training, the gradual devaluation of the
experience as an agent in the construction of knowledge, and the pedagogical practice
focused on the instrumentalization represent new challenges that go beyond the
methodological. These challenges focus on the development of research training
processes based on ethics, technology, teamwork and innovation. The final reflections
constitute an approach to rethink the academic curricula based on formative research as
an agent of transformation and assurance of educational quality.
Key words: teacher training, pedagogical research, teacher competencies, higher
education.

Resumen: El artículo presenta los resultados de estudio cuyo propósito fue reconfigurar y
desarrollar una aproximación conceptual entorno a las competencias investigativas para el
fortalecimiento de los procesos de formación en investigación educativa. La investigación
se efectuó durante cuatro semestres académicos y se fundamentó en un enfoque mixto
con un Diseño de Investigación Transformativo Secuencial (DITRAS). El proceso incluyó
una primera etapa de análisis documental y sistematización de datos cualitativos
recopilados a través de entrevistas semiestructuradas. La segunda etapa incluyó la
implementación de la técnica CMI, cuyo objetivo fue identificar sistemas categoriales para
clasificar competencias investigativas a través del análisis de conglomerados jerárquicos.
Participaron 11 personas expertas en el área de docencia-investigación en Educación
Superior, 24 estudiantes y 4 egresadas de un programa de licenciatura en educación
inicial. Como resultado del estudio se construyó una aproximación conceptual y
taxonómica de las competencias para la formación de maestros-investigadores, que
incluye 79 resultados de aprendizaje clasificados en 29 constructos y relacionados en 8
competencias. La fuerte influencia teórica en los procesos de formación investigativa, la
desvalorización paulatina de la experiencia como agente en la construcción de
conocimiento, y la práctica pedagógica enfocada a la instrumentalización, representan
nuevos desafíos que sobrepasan lo metodológico. Dichos desafíos se focalizan en el
desarrollo de procesos de investigación formativa fundamentados en la ética, la
tecnología, el trabajo en equipo y la innovación. Las reflexiones finales, constituyen un
acercamiento para repensar los currículos académicos basados en la investigación
formativa como agente de transformación y aseguramiento de la calidad educativa.
Keywords: formación de docentes, investigación pedagógica, competencias docentes,
educación superior.
1. universidad El Bosque, Research Coordinator of the Faculty of Education, Bogotá,
Colombia. Electronic address: velandiacristian@unbosque.edu.co ORCID
http://orcid.org/0000-0002-7195-3365
2. University of Murcia. Professor at the University in the Area of Research Methods and
Diagnosis in Education, Spain. Electronic address: fjserran@um.es ORCID
https://orcid.org/0000-0002-5193-209X
3. University of Murcia. Professor at the University in the Area of Research Methods and
Diagnosis in Education, Spain. Electronic address: mjmarti@um.es ORCID
http://orcid.org/0000-0001-7022-5780,Artículo recibido: 19 de marzo, 2019, Enviado a
corrección: 27 de junio, 2019, Aprobado: 19 de agosto, 2019, Keywords: formación de
docentes, investigación pedagógica, competencias docentes, educación superior.
Revista Actualidades Investigativas en Educación Disponible en revista.inie.ucr.ac.cr
Artículo recibido: 19 de marzo, 2019
Enviado a corrección: 27 de junio, 2019
Aprobado: 19 de agosto, 2019

1. INTRODUCTION

Research, science and technology arise as indispensable channels to build progress

policies, advancement and innovation. In this regard, education acts as an influential
scenario for social wellness, life quality and for human capital improvement. The
university, through research and development, is a fundamental mechanism to extract
value from knowledge, make rational statements based on evidence and carry out genuine
exercises for quality training (Clavijo-Gallego, 2014). In other words, educational research
is a fundamental factor for ensuring the quality of education and belongs to the so-called
social and human sciences filed. Educational research is a discipline that aims at
understanding phenomena, solving problems and organizing processes based on
educational needs and opportunities (Botella and Zamora, 2017).
Training for educational research (TER) is the search and generation of experiences that
are transformed into knowledge; it aims at developing students’ scientific competencies
through actions that allow them responding to educational, social and cultural needs and
problems (Baños, Hurtado and Berlanga, 2014). At a comprehensive level, the essential
goal of TER is to cultivate knowledge and know-how (García, Angarita and Velandia,
2013). Although TER does not intend to provide final or immediate answers to emerging
issues in the educational context, it claims for a reasoned reflection that allows for
constructive and academic discussion. It is in this scenario, where TER makes sense, as it
is conceived as the process developed for students to be trained for research by starting
out from a problematic situation within their curricular and potential professional
environment (Chacón, 2014).

In the higher education scenario there are agreements regarding training of researchers as
a substantial quality of university identity. It is in the higher education context where
students are asked to address topics and develop activities to open and seek spaces to
contribute to the development of their own research competencies. It is in this same
context that TER is considered a factor that is constitutive in nature and is inherent to
academic processes (Durán-Bellonch and Ion, 2014). Research plays a fundamental role
in students’ learning and professional training, and TER seeks to develop and build up
permanent skills through actions such as experimentation, reflection, contrasting models,
analysis and systematization of academic practices, which intend for students to perform
successfully productive activities associated with pedagogical and professional work
(Tejada Fernández and Ruiz Bueno, 2016).

TER is a complex process, due to its diverse and dynamic research nature. In the
university context, the proposed learning environments seek to develop knowledge such
as the knowing to be, knowing to do, knowing to know and knowing to co-exist, while this
process fluctuates between the ideal and the possible (Avendaño-Castro, Rueda-Vera and
Paz-Montes, 2016). TER seeks for actions towards the development of creativity and
scientific competences in students, and towards conducting research in a strict sense that
looks for the enhancement of theory and practice, knowledge production and service
research development (Ayala, 2016).

According to the above, quality assurance in higher education, international

competitiveness, inter-institutional and curricular cooperation, interculturality, academic
mobility, research training, and the use of technologies applied to education and ethics are
at the core of the educational process. In addition, these aspects are crucial in
governmental agendas of different American countries and the European community
(Declaration of Bologna in 1999, Declaration of Prague in 2001, Declaration of Berlin in
2003, Project Tuning-Europe Latin America, Buenos Aires in 2005, Belo Horizonte 2005,
San José de Costa Rica 2006, Brussels in June 2006, Mexico in 2007 and ANECA in
2007). The relevance of the mentioned characteristics is given due to the fact that in the
higher education horizon there are transformations and schools of thought that explain the
educational phenomenon as the fundamental axis of the political, economic, collective,
labor and cultural development of society (Velandia-Mesa, Serrano-Pastor and Martínez-
Segura, 2017).

The university perspective towards students is to teach to learn, while from the students’
perspective it is about learning to learn; both of the perspectives mean skills demanded by
the social and labor dynamics. In this way, higher education institutions seek to identify the
knowledge, practices and learning outcomes that allow the development of skills and
competences (Mayorga-Fernández, Madrid-Vivar and Padial-Díaz, S, 2016).

The limits and scope of TER are linked to a curricular framework defined by the
development of research competences and, its relevance is determined by a purely
pedagogical nature (Longi, 2018). In other words, TER seeks to consolidate students'
research competencies that are transversal to the academic curriculum. According to the
Tuning project for Europe and Latin America, by the end of the undergraduate programs,
educational science students must be in the capacity to "research in education and apply
the results in the systematic transformation of educational practices" (Bravo, 2007, p.24).

Overall, professional profiles are directly associated with competences based on research,
innovation and problem solving, and likewise, the learning outcomes proposed in TER are
an essential part of professionalization. Similarly and prospectively, TER intends that
students at the end of their undergraduate programs have the ability to "design and
implement a research project or teaching innovation in different areas such as Teacher
Training quality and educational evaluation" (National Agency for the Evaluation of Quality
and Accreditation [ANECA], 2013, p. 55).

1.1 Problem Statement

Because of aforementioned considerations, there are several important challenges to be
considered for strengthening TER processes; one of them is associated with the
evaluation and assessment of research training. Although, the final graduation work and its
dissertation approximate the performance of the students in the research training process,
these are not the only referents. Nevertheless, we cannot ignore the progress made and
the good intentions of TER in this regard, it is important not to focus the objectives of
research training on a document or monograph only (Delgado Camacho, Guzmán and
Mora Ramírez, 2009). Instead, it is necessary to understand TER as comprehensive
knowledge, not only based on method and semiotics, inviting us to approach research
training from the knowledge dimension and know-how perspectives.

On the other hand, the proliferation of higher education institutions that recognize research
as a substantial quality of university identity and as a key factor to the social development
of a country contrasts with the substantial needs in terms of evaluation, research service
and research training that must be looked after within the framework of TER. However,
Biesta (2007), Kennedy (1997), Lavis, Robertson, Woodside, McLeod and Abelson (2003),
Mortimore (2000), and Murillo and Perines (2017) question the limited contribution of
educational research in the optimization of processes, the formulation of actions, decision
making and the application of alternative solutions to problems. Taking into account the
literature reviewed and contextual analysis, the research problem focuses on the fact that
training in educational research is usually conducted taking into account traditional (in a
linear behavior) competencies models, which focused exclusively on knowledge
developed by students. On the contrary, in reality (in an exponential nature), models of
development of research competencies that can be adapted to the permanent
transformations are required; such models must be based on innovation,
entrepreneurship, teamwork, ethics and technology. Consequently, an increasingly wide
gap has been identified between the competencies proposed in formative research and
the demands of educational research in an academic context that is permanently rebuilt.

1.2 Objective

The described issues bring great challenges regarding the redefinition of learning
outcomes, products, competencies, limits and scope of formative research and its link with
educational practice. The diverse and dynamic nature of the training processes in research
leads to conceptual analysis, an update of evaluation processes, identification of new
learning objectives, and the implementation of new actions in research that could
contribute to education. These issues lead to the development of a conceptual analysis
regarding research competences, which lead to the strengthening of evaluation and
training processes for educational research. From this perspective, a reflection has been
built as to the competences in educational research that will lead to rethinking the
academic curriculum vs. the assessment and the role of training processes in educational
research.

The competences for TER imply their comprehensive understanding as related elements
that are in permanent interaction. However, they have been fragmented into different
constructs in order to give greater clarity to the analysis. From this perspective, this study
aimed at suggesting a model of research competencies that can be adapted and that can
anticipate what different educational scenarios required, a model based on ethics,
technology, teamwork and innovation.

Through this study, we seek to participate in the strengthening and consolidation of an

academic curriculum based on research-reflection, in virtue of the considerations
generated from the analysis of competences in educational research. The following four
sections correspond to: First, the conceptualization of research competencies oriented to
the scenario of educational sciences; second, the specific methodology applied during the
study and, subsequently, the third section presents the discussion about the
systematization and analysis of the results regarding the competences and learning
outcomes in TER. The article closes with some final reflections on the TER process in the
field of education, by exploring the limitations and implications of the study.

2. Theoretical framework

This short review of literature aims at unveiling how educational research is linked to
educational models in a historical process. Although, this study took place in the
Colombian context, understanding its development and how educational research has
evolved is relevant to know how in the Colombian context is has been adopted.
TER is associated with university history, in which the German and Anglo-Saxon
educational models base their training on the freedom of teaching and instruction, the
inclusion of research and the economic intervention of the state in universities (Barnett,
2008). At the beginning of the 19th century, the University of Berlin, based on Humboldt's
postulates, gives a fundamental role to research (Research University) based on the
university-business link while highlighting technology transfer and applied research to the
market (Chaves Salas, Kunze, Müller-Using and Nakamura, 2017).

The most important pillar in the German model is the relationship between teaching and
research; Barnett (2008) points out that in universities, teaching should be considered in a
research mode. Likewise, the Anglo-Saxon model considers universities such as
Cambridge and Oxford, which develop a method based on the training for solving research
problems. The research task becomes stronger from these classic university models,
establishing scientific and research training as an essential part of professional training. In
different countries of the Latin American region, we have opted for models based on
teaching and research, where the generation of knowledge is the fundamental basis of
university philosophy (Campos Céspedes and Chinchilla Jiménez, 2009).

Entering the TER scenario would lead us to consider its development and evolution as
seen from its nature, paradigms, epistemological and methodological aspects. Considering
this situation, we will approach TER from the relationship between research and the
teaching-learning processes. Around the 60s of the last century, state and government
entities drew educational policies considering fundamental professionalization, updating,
and permanent teacher training as part of the improvement of the educational system
(Dewey, 1937). In this process, all the academic forces are included to reflect upon
pedagogical practices and teachers’ work. This leads to the inclusion of the "teacher-
researcher" concept in the early 70's in Britain, linked to a current based on processual
curricular development, which focused academic efforts on the teaching-learning
processes based on research hypotheses (Stenhouse, 1998). In the decade of the 80's,
Elliott and Adelman (1984) placed
the teacher as a fundamental actor in the research processes and incorporated
triangulation as a methodology in educational studies.

This academic movement suggests educating teachers who solve problems, theorize and
investigate in the classroom, a process that should be carried out from the teachers’
reflection on their own behavior to progressively reconstruct the curriculum. In Spain, an
approximation of the ideal teacher profile is built, and some reforms related to the
competences of an active researcher are affected (Porlán, 1988).
In Latin America, a profile for a researcher-teacher is suggested in the different models of
teacher training. The first is through the construction of work hypotheses based on the
conceptual errors of actors or students; the second, the inclusion of evaluation as a
substantial part in the research model in the classroom; and the third, the development of
a research culture in the academic setting and the incorporation of scientific competences
as part of training (Gimeno, 1984). In this way, a generation of professors who are part of
an educational system that validates the need to incorporate research as part of
comprehensive education to support social and community policies begins to be built
worldwide.

2.1 Competencies in Training for Educational Research

This study takes a working definition on research competence based on the reflection of
the etymological, systemic, and epistemological approaches to the concept. In the first
place, the term research competence could become a polysemous expression (Díaz-
Barriga, 2011). From an etymological perspective, the word competence is associated its
Latin origin competere, which means: a person responsible for being. Likewise, the term
research comes from the Latin investigare (in Spanish investigar), derived from the word
vestigio which means to embark on the search of traces. In this way, this study relies on
the meaning of research competence as the responsibility of following the tracks.

From a systemic approach, research competences justify that "everything that is learned in
research, does not necessarily have an immediate usefulness for life" (Díaz-Barriga, 2011,
p. 10), and the expression research competence can be defined as the knowledge, skills
and abilities to live and coexist. Regarding the pedagogical current, also called socio-
formative or complex approach within research competencies, experience is highlighted as
an essential foundation for learning, pointing out that training plays a relevant role in the
cognitive, pragmatic and attitudinal aspects.

Although there are many convergences and divergences that make it difficult to define
research competence, because its structure is based on approaches, research lines,
epistemological paradigms, contexts and research scenarios, the contributions of Tirado et
al. (2006), Bautista (2009) and Herrera-González (2012) enable us to adopt a position to
define and work with the definition of research competence as: (…) an identifiable and
evaluable set of knowledge, skills, values and attitudes related to each other, which allow
satisfactory performance of research projects in real situations according to the standards
used in a given area. Thus, competences refer to successful research performance and
therefore integrate being, knowledge and doing in a given context (Tirado et al., 2006, p.
2)
TER, through the development of research skills becomes a significant challenge,
associated to degree profiles, academic curriculum, and pedagogical practices and
training routes (Alfaro and Alvarado, 2018). Because of professional requirements, social
dynamics and attention to the fundamental intention of TER, a great interest has been
awakened as to the resolution of the acquisition of ability problems (doing), learning to
learn (knowing-how) and ethical research discernment (knowing how to be):

(…) in the training for research competences, three fundamental aspects are integrated:
the cognitive aspect, which leads to the appropriation, understanding and internalization of
knowledge; the implementation of skills or abilities that brings about the application of
knowledge; and being, as the most important aspect of the training process considering its
attitudinal and behavioral nature (Pérez Rocha, 2012, p.10)
4. Methodology

Taking into consideration that this study aims at identifying learning outcomes and
classifying them in terms of research competences, this study follows a sequential
transformative research design DITRAS (Hernández Sampieri, Fernández Collado and
Baptista Lucio, 2010). The DITRAS design allows the analysis of qualitative data based on
the classifications that are found in the analysis of the quantitative data. The nature of the
study goes along with the DITRAS design in the sense that both entail meaning-making
processes from qualitative as well as quantitative data (Creswell, 2013).

The design included two stages of information gathering. A first moment focused on
document collection and systematization of qualitative information through semi-structured
interviews with teachers-researchers who develop their educational process from
educational research, as well as with students and graduates of the undergraduate
program, whose goal was to recognize the objectives, learning outcomes and
competences in TER.

The identified learning outcomes, that were the product of the qualitative data collection
moment, were then classified in groups that became the input to run data in the
quantitative stage. The groups of information that resulted from the qualitative stage were
then analyzed through the technique of multidimensional scalogram analysis, this with the
purpose to organize, classify and associate the identified learning outcomes to educational
research competences as a fundamental part of the in training researcher- teacher profile
which included conglomerates, competency assessment scales and evaluation of judges.
Finally, data was analyzed following the DITRAS design that suggests triangulate data
from theoretical and contextual perspectives.

3.1 Study Population

Participants in the study were divided in two groups and selected according to their profile
as teacher-researchers, thesis tutors, and teacher-researcher trainees. The first group was
a panel of 11 experts that were selected considering their experience in research training,
academic work, and actions related to educational practice (2 from Universidad de Murcia,
Spain; 7 from Universidad El Bosque in Colombia; 1 from Universidad de Los Andes in
Colombia; 1 from the State University of New York at Buffalo, USA). The selected experts
contributed through the systematization of their research experience. The second group
was one of 24 students from the undergraduate Honors Degree in Early Childhood
Education program from Universidad El Bosque in Bogotá, Colombia, (ages 23-28) and 4
alumni from the Education program who developed research and systematization
processes in their work contexts.

3.2 Collection techniques

Based on the proposed methodology and after the analysis of the documents, the
application of semi-structured interviews was carried out in a first phase, which was
characterized by the configuration of four stages (informed consent, situational factors,
training strategies and process of evaluation), in order to build an approach to the limits,
scope and learning outcomes of TER. Subsequently, a questionnaire based on the
multiple classification technique was used; this data collection technique (Pacheco, 2010)
provides participants with the possibility to classify learning outcomes through digital
cards, of knowing the interrelation of criteria through the organization of information and
the use of multidimensional scalograms, which aimed at identifying categorical systems
that support the reconfiguration of the research competence models (Pacheco, 2010,
Páramo, 2018). The multiple classification technique “is a multi-dimensional scale that
aims at evaluating variables with quantifiable and non-quantifiable characteristics”
(Pacheco, 2010, p.26).

The validation process of the instruments used in both stages consisted of two phases
called content validity and construct validity. Content validity covers five moments: The first
focused on the development of a theoretical sampling to determine the convergences and
divergences regarding the learning outcomes, competences and objectives of TER. A
second moment was determined by the information collected through a semi-structured
interview, in which its elements supported the articulation between theory and contextual
needs.

In a third stage, we proceeded to the construction of a matrix of components (dimensions

and learning outcomes) contrasting the models of ANECA (2013) in Spain and the
Colombian CNA model (2013), as guarantor organizations in the evaluation of the quality
of higher education, which is the context in which the study is developed. The decision of
considering these two models (CNA and ANECA) was made due to their relevance and
influence they hold in the context of this study. The fourth moment included the expertise
of Spanish and Colombian expert and focused on the evaluation of content by using
concordance index (structure, writing, depth, cohesion). The validity construct was
developed based on multivariate statistical technique of hierarchical clusters based on the
Ward grouping method, which allowed to match, classify and organize learning results
through competences for TER, in its three dimensions (Knowing, Knowing How and
Knowing how to be).

3.3 Analysis processing

The systematization and analysis of qualitative data was developed through:
1) The distillation of information, which implied the selection of units of analysis for the
centralization of data and identification of patterns
2) The open and selective coding, which required an initial taxonomic construction of the
competencies for TER. The qualitative data were structured taking into account
deductive categorization criteria from the documentary and contextual analysis, as well
as the clustering models through hierarchical cluster analysis based on the Ward
grouping method. 3) Diagramming of semantic networks corresponding to each
criterion, which characterizes the competences of TER. This process included the
3) determination of density (relationships) and weight (voices) for each of the categories of
analysis.
4) Finally, a triangulation process was carried out (theoretical-contextual-argumentative)
by contrasting theoretical information (documentation and quality models), contextual
data (data of the context of occurrence) and the positions of the researchers, which
supports the investigative rigor during the data analysis. This process was assisted
through the Atlas IT version 8 software.

The quantitative information collected during the application of the multiple classification
technique, which is a “multidimensional scale, by means of which it is intended to identify
categorial systems” (León Acosta, Vallejo Ovalle, Parra Carrasquilla and Obregoso
Rodríguez, 2010, p. 6) and allowed the construction of a matrix (11 Experts vs. 79
Learning Outcomes) with 29 classifications corresponding to each TER component. The
resulted values were incorporated into the SPSS Software 24 to obtain the proximities
matrix as part of the classification process, through the hierarchical conglomeration
method, based on the Ward model and Euclidean distance.

4. Results and discussion

The analysis of clusters through hierarchical cluster classification allowed the classification
of 79 learning outcomes per TER in eight groups (competences), which were based on
three dimensions (knowing, doing and being) achieving maximum homogeneity and
minimum variance. The following proximity matrix was obtained (Table 1) based on the
Ward grouping method with squared Euclidean distance measure:

Table 1. Matrix of proximities. Cases of learning outcomes in Research Training

Note: each case corresponds to the learning objectives proposed in the research training
process. However, due to the limited space, only the distances of the 10 initial results are
showing. Source: Researcher's own design (2018).

The matrix, that is now graphically represented in the dendrogram (see Figure 1 part A),
allowed to identify the proximity between the learning outcomes and 8 groups, whose
classifications confirmed and explained the competences in formative research.
Subsequently, a dispersion chart was built (see Figure 1 part B); this chart allowed
identifying and explaining the classification of learning outcomes in initial categories. The
scatter plot only includes the 30 most significant weight and density learning outcomes,
based on the analysis of voices and theoretical sampling (qualitative analysis).

Figure 1. Dendrogram and classifications in dispersion graph based on proximity

matrix.
Source: Researcher ́s own design (2018)

Based on the identification and classification of the learning results (quantitative data) and
the data analysis results through the triangulation process (qualitative data), a conceptual
taxonomic approach of competencies in educational research training is presented. The
triangulation based on the voices of the context compared with the theory and the position
of the researcher, allowed to identify competencies and constructs as part of the
fundamental criteria for evaluation of TER. Based on the values of density (number of
associations) and weight (number of quotes identified in the collected data) associated to
each category (Table 2), 9 competences were identified for training in educational
research related to: communication, analysis, argumentation, research ethics, use of
technologies, relational capacity, critical thinking, the method and the proposition.

Table 2.
Density and weight for TER constructs

Table 2.
Density and weight for TER Constructs Weight Density
constructs, Competence
1 2 3 4 5 1 2 3 4 5
Communicative Academic Writing (R28)
Oratory (R5)
Dissemination (R7)
Technological Application resources to information management (R6)
Software domain for data analysis (R27)
Record resources and data collection (R26)
Argumentative Claim (R18)
Backing (R20)
Warrant (R25)
Rebuttal (R20)
Ethical Information Management (R13)
Manipulation of Information (R12)
Elements of the Ethics code (R17)
Consent and assent (R14)
Methodological Research Methodology (R1)
Systematization (R2)
Procedural capacity (R30)
Cognitive abilities (R4)
Relational Teamwork
Intra and interpersonal relationships (R23)
Adaptation (R19)
Communication (R21)
Critical Art of questioning, Interpretation (R3)
Analysis, Evaluation, Inference (R8)
Self-regulation, Justification. (R29)
Propositional Decision making (Flexibility Fluency)
Formulation of actions (R16)
Solution alternatives (R11)
Motivation (intrinsic/extrinsic) (R15)
Note: Record generated during the systematization and processing of the
qualitative data in Atlas IT version 8 software. Source: Researcher's own design
(2018)

After the initial analyses, the discussion of the results was developed in the light of the
research statement, the theoretical references, and the analysis of the contextual data
obtained. This discussion to characterize and develop a conceptual approach to
educational research competencies:

4.1 Communicative Competence in TER

It is necessary to highlight, that every professional in the area of education must

consolidate his/her communicative competence in research based on three elements:
academic writing, oratory and dissemination. Analyzing communicative competence as a
capacity that involves the integration of attitudes, values and knowledge associated with
the use and characteristics of language is a complex exercise, since its development is
associated with experience, motivations and needs that are typical of a culture or a social
environment. Hence, the communicative competence in TER processes is conceived as a
space for academic and cultural representation which permanently builds its meaning
through participation and linguistic socialization. Communicative competence is not limited
to semiotic and grammatical systems or to language management but involves interacting
in a specific scenario and applying primary (daily) and secondary (elaborated and
complex) communication systems.

Communicative Competence in TER includes linguistic capacity which is the the ability to
interpret, create, produce and approach meaning, through a system of signs, which
corresponds, in other words, to the semiotic domain. Likewise, the semantic use is part of
communicative competence. Its function corresponds to the ability to communicate.

Regarding TER focused as a strategy for the development of communicative skills, the
paralinguistic competence understood as the ability to express linguistic and non-linguistic
signs appropriately is highlighted. From orality, it manifests itself in pronunciation, tone of
voice, among others, while in academic writing it comes across as part of the grammatical
rules and elements of form. Communication as a fundamental factor for TER involves
efforts in the development of kinesthetic (gestural signs), proxemics (relational codes),
pragmatic (research communicative acts) and stylistic (communicative efficacy) abilities.

4.2 Technological Competences in the TER

Today, technological resources play a leading role in research processes and in TER,
since they allow the collaboration, cooperation, structuring, classification, analysis and
dissemination of information. However, there are still many issues to analyze and reflect
upon as to the use of technologies in research processes, associated, among others, with
digital ethics, the dimensions of application, the use of information and the technological
competences applied to research.

In the first place, it is important to differentiate between the concept of technological

competences and digital competences in research, computer skills and technical
competences. It is fundamental to highlight that the technological competences applied in
research processes are defined as the link between knowledge, skills and behaviors,
required when using technological resources in the foundation, systematization, analysis,
problem solving and dissemination of new knowledge (Velandia-Mesa et al., 2017).

In Colombia, the Ministry of ICT and MEN have built a conceptual approach regarding
technological competences in research processes and their training. The approach was
possible by considering the proposals by UNESCO, the International Society of Education
Technology (ISTE), the 21st Century Skills Partnership and the American Association of
Colleges of Teachers (AACTE) in the USA, the European Commission DIGCOMP in the
framework for the development and understanding of digital competence in Europe, ICT
Competencies for teaching in the Spanish public university (Prendes, 2010), ICT
Competencies and Standards for the teaching profession (Chile), among others.

When laying research foundations, it is necessary to have the ability to search, filter, edit,
classify, evaluate and manage information. To this end, technological tools are used,
focusing on project planning, scientific databases, reference managers, editing software,
analysis of documents and records among others.

The interaction with technologies and the netiquette are a fundamental part of the
collection, systematization and data analysis phase. During this stage, the researcher is
expected to be able to use tools to diagram, categorize, explore, relate, predict, and infer;
by using resources associated with the software for qualitative, quantitative and mixed
data collection, processing and analysis.

During the dissemination phase of the research process, researchers are expected to
have participation and digital identity skills, collaboration through digital channels,
development, integration, and re-elaboration of content and in some cases capacities for
programming, coexistence and computer security. While it is important to achieve skills for
the use and application of technological resources in research processes, discovering and
articulating ethical dilemmas are, in essence, key to the use of computer technology in
science (Velandia, Pastor y Segura, 2018).

4.3 Argumentative Competence in TER

Being considered as a fundamental part of the competences in TER, the argumentative

ability is conceived as a "sequential process that allows inferring conclusions from certain
premises” (Rodríguez-Bello, 2004, p.3). In TER processes, argumentation is traditionally
associated with defense and academic discussion, orally or through writing, where the
niche is determined by "winning or losing arguments" (Toulmin, 2003). However, the
fundamental pretension must be linked to epistemic acts focused on production and the
generation of new knowledge.
According to Aristotelian postulates, reasoning is a substantial part of argumentation, and
it is naturally considered as one of the fundamental factors in educational research, as part
of human understanding related to ethos, logos and pathos. In the academic framework,
which intends to build, produce and disseminate new knowledge, argumentative ability is a
substantial and transversal requirement to the entire research process.

The research argument is based on observation, evidence, systematization and analysis,

which leads to reflections that aim at transforming social, cultural and educational
contexts. Toulmin (2003) proposes a research rhetoric within the framework of
epistemological argumentation as an essential part of knowledge construction. However,
argumentative validity in educational research is associated with relevance and with
strengthening and transformative actions for the context. The argumentative competence
in TER, is based on the elements that constitute the Toulmin model (2003): the claim, the
data, the warrant, the backing and the rebuttal. Such components are fundamental to
develop argumentative ability.

The assertion understood as the premise, the thesis or the subject that is intended to be
reasoned through arguments either orally or in writing, is relevant in the processes of
argumentative construction. Evidence is associated to the data, the information and the
reasons of the construct, that is, it is conceived epistemologically as vulgar and / or
popular knowledge elaborated from observation; the beliefs and premises detached from
the opinion, could also serve as a basis for argumentation. Although the thesis and the
evidence (facts) are relevant as a reasoned construction, they are not enough to rigorously
establish argumentative communication in research processes. It is appropriate to include
some warrants understood as communication channels between assertion and evidence.
The warrants (rules) support and justify the evidence as part of an appropriate argument.
At the epistemological level, the warrant is based on practical and systemic knowledge.

Likewise, support, as a fundamental component of the argument contributes to the rational

validity, research endorsement and academic rigor. The backing articulates the credible
arguments with greater authority to the research postures. In this sense, at the
epistemological level, support could be associated with scientific and investigative
knowledge. The divergence, appeal and convergence of criteria are a fundamental part of
the academic research debate. Accordingly, reason is prone to refutation, which leads to
the understanding of the research argument, as a benevolent exercise free of impositions,
which has a purpose that is not necessarily related to universally accepted considerations
(see Figure 2). This argumentative element is called rebuttal, making it possible for
objections to arise, formulated in academic processes and accepted within the framework
of ethical research.

Figure 2. Semantic Network. Factors associated with argumentative competence in

the TER.

Source: Own elaboration based on the systematization model (Velandia-Mesa et al.,

2017)

4.4 Ethical Competence in TER

Research ethics, an aspect that is transversal to the fundamental dimensions of

competences (knowing, knowing how and knowing how to be) implies a constant reflection
of the situations that lead to decision-making, not only determined by a social group, or by
the moral philosophy of some creeds, but because research itself must be an ethical act.
TER requires the construction of appropriate actions and behaviors, which have a niche
framed in the conception of research as a responsible and sensible act in relation to
intentional effects versus those achieved.
This is how TER processes, avoid harm and avoid unconscious actions before, during and
after the development of an investigation. One of the fundamental scopes is associated
with learning and the application of some codes of ethical and moral order, which have the
objective of determining some rules of action during the development of educational
research projects.
Likewise, TER includes the application of ethical codes related to the researcher's
behavior, methods, and techniques and especially in the contributions of the study. That is
why educating in and for research with an ethical sense, considers an exercise with a
greater scope regarding reflection on values and anti-values, first implying, and then
generating a culture of behavior with equity and fraternity. The inclusion of ethics and
values are considered as emancipatory processes which have the purpose to give
substantial value to the actions of researchers, where the role is not only the criticism of
reality, but also to understand reality as part of the criticism.

4.5 Methodological Competence in TER

The articulation between cognitive and procedural skills, make up the methodological
capacity of an educational researcher. The knowledge that is built in practice constitutes
the opportunity to strengthen and consolidate TER processes. In this way, we can
approach the conception of TER processes as construction developments that interact,
where scientific knowledge is the result of action in reality, and is determined by the profile
and initial conditions of the context.

In TER processes, students are expected to recognize objects of study in their context of
occurrence based on problems, needs or educational opportunities, in the light of the
criteria expressed by various authors and academic peers. The application of techniques
and instruments for collecting information, favor the construction and systematization of
educational experiences in practice scenarios. The analysis of information allows students
to develop logic and criticism as part of the acquisition of scientific knowledge, as well as
autonomous learning.

From the approach of problems to the formulation of proposals, it is intended to motivate

students and teachers to contextualize research objects that integrate cognitive structures,
skills development, aptitudes and attitudes. Methodological competence includes:
experimentation, application of knowledge in specific situations, formulation of questions,
and research objectives related to the scenario of occurrence. It also implies planning,
constructing theoretical referents based on a disciplinary knowledge related to the study,
understanding and using methods, approaches and techniques in educational research,
elaborating materials, systematizing information and reflecting based on theory.

4.6 Relational Competence in the TER

In the field of educational research, cooperative and collaborative work has been fostered
based on the roles played during planning, execution and research production. During
TER, situations arise in which social and emotional relationships are considered as
opportunities for research consolidation, academic productivity and job satisfaction.
Liaising between pairs brings about better productive results than an individual research
work (Torrelles et al., 2011). Based on these premises, crosscutting relational competence
is considered, due to its prominence in all phases of the research process. Vygotsky states
that most of the things that an individual learns and internalizes are associated with
relationships and interactions with others in a particular context.

Baker (2006) and Torreles et al., (2011) establish some components of relational
competence based on: decision-making, interpersonal relationships, communication
(verbal and non-verbal language skills), follow-up, conflict resolution, adjustments,
leadership, negotiation and commitment (see Figure 3). Supported in the systematized
documentation from primary (context) and secondary (theory) sources. An approximation
of the main components of the relational competence in TER are:

Figure 3. Semantic Network. Factors associated with relational competence in the

TER.
Source: Own elaboration based on the systematization model (Velandia-Mesa et al.,
2017)

4.7 Critical Competence of TER

Analyzing this competence implies an exercise of great complexity, because the concept is
linked to a disciplinary knowledge, a context and a knowledge domain. Focusing on TER,
critical competence is highly related to knowing how to ask, and it is understood as a
process that links interpretation, analysis, inference, evaluation, explanation and self-
regulation, with elements of the environment, in order to achieve transformations of
thought that underlie creativity (Paul and Elder, 2005).

Focusing the analysis on the skills, knowledge and attitudes that are sought to be
developed in TER, an approach to the concept of critical competence has been
constructed, segmenting the term into different components; however, critical thinking, as
well as creative thinking, implies understanding them as elements that are in constant
dialogue (see Figure 4). Thus, the proposed classification for critical competence in TER,
includes the following elements:

Figure 4. Semantic Network. Factors associated with critical competence in the TER.

Source: Own elaboration based on the systematization model (Velandia-Mesa et al., 2017)

4.8 Propositional Competence in TER

Based on the premise that knowledge and skills add up, but attitudes multiply, the
competence of proactivity in TER is a concept linked to entrepreneurial and innovative
capacity. Its components are determined by decision-making skills, the formulation of
actions, the development of alternative solutions, the generation of hypotheses and
motivation.

Likewise, the evaluation of proactive competence is related to flexibility, fluency and

originality, from the construction of presumptions to the execution of actions, which lead to
problem resolution (see Figure 5). In TER, the elements related to propositional
competence play a fundamental role in a transversal way throughout the research
process; however, they are accentuated in the approach, the formulation, the construction
of materials, systematization and research projections. In this way, the proposed
classification for proactive competition in TER includes the following elements:

Figure 5. Semantic Network. Factors associated with proactive competition in TER.

Source: Own elaboration based on the systematization model (Velandia-Mesa et al.,

2017)

5. Conclusions

Currently, training for educational research and new curricular trends brings renewing and
progressive currents that seek to strengthen training dynamics from a permanent reflection
of research practice nurturing different fields of action. Accordingly, the training processes
for educational research address new challenges that go beyond the methodological
aspects and focuses efforts on research ethics, relational skills and communicative,
argumentative, technological, critical and proactive skills, in order for in-training teachers to
solve problems, which are typical of the educational scenario. Despite the heterogeneity of
dynamics in research training, some practices that blur the real objective of research as a
source of collective contribution and problem solving are still rooted.
In spite of the fact that favorable actions have been taken in the training of researchers,
there are still elements that become obstacles to research-service and production of
educational research. This issue is explained by considering the strong influence of theory
in the research processes, the gradual devaluation of the educational experience as an
agent in the construction of knowledge, the pedagogical practice focused on
instrumentalization, and the ignorance towards the impact of training for research and the
disjointed reasoning of actions, that is, the objectives of TER detached from reality.

Although the graduation project is an approach to student performance, it is essential to

include it in the evaluation and learning outcomes based on research competencies
throughout the training process and the development of research projects. This implies
strengthening the assistance, follow-up and mentoring of the training processes for
research, which entail, above all, the construction of ethical actions and behaviors, framed
in responsible acts. Likewise, in the context of occurrence, the need to strengthen
relational and proactive competence was observed, linked to teamwork and conflict
resolution.

The reconfiguration of research competencies implies the development of training

research processes by taking into account the dimensions of knowledge, doing and being.
This statement leads to the reflection regarding the processes of evaluation in the training
in educational research (validation of scales of assessment), which are related to the
development of theory-practice, the production of knowledge, and the development of
research-service.

TER is a main character in the current dynamics of a globalized world, since professionally
qualified people are required, who not only cultivate knowledge, but assimilate permanent
transformations considering the accelerated rhythm at which society advances. Based on
these dynamics, TER based on problem solving, reflection and systematization is
proposed which ensures the capacity of relearning, ethical and multidisciplinary work,
through the application of knowledge in real situations and in different environments, to
approach the understanding and identification of phenomena, appropriating learning from
action and behavior.
To progressively reach higher levels of maturity in the processes of research training, it is
required that teachers-researchers and the educational practices in the academic
curriculum focus on the development of new competencies models that lead educational
research to entrepreneurship, service, interdisciplinary work and innovation in academic
settings. If the implementation of research competencies models focused on instruction
continues, the gap between operability and the decision-making to transform educational
scenarios will widen.

6. Acknowledgements

This work has received support from Universidad El Bosque (Bogotá, Colombia); the Vice-
President for Research and the Faculty of Education in the Early Childhood Education
program in which the Department of Research Methods and Diagnosis in Education of the
University of Murcia (Spain) collaborates, through its Doctoral Program in Education of the
International Doctorate School; and the Education and Research UNBOSQUE Colciencias
research group.

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THE CHALLENGE OF COMPETENCIES IN TRAINING FOR EDUCATIONAL
RESEARCH: A CONCEPTUAL APPROACH.
El desafío de la formación en competencias para la investigación educativa: aproximación
conceptual,
Volumen 19, Número 3, Setiembre-Diciembre pp. 1-27
Cristian Velandia Mesa,
Francisca José Serrano Pastor,
María José Martínez Segura
Citar este documento según modelo APA Velandia Mesa, Cristian., Serrano Pastor,
Francisca José., y Martínez Segura, María José. (2019). The challenge of competencies in
training for educational research: a conceptual approach. Revista Actualidades
Investigativas en Educación, 19(3), 1-27. Doi. 10.15517/aie.v19i3.38738.

The challenge of competencies in training for educational research: a conceptual approach

El desafío de la formación en competencias para la investigación educativa: aproximación
conceptual
Cristian Velandia Mesa 1,
Francisca José Serrano Pastor 2,
María José Martínez Segura 3,

Abstract: This article shows the results of the study, which purpose was to reconfigure
and develop a conceptual approach to research competences for the strengthening of
educational research training processes. The research was conducted in four academic
semesters and was based on a mixed approach with a Sequential Transformative
Research Design (DITRAS). The process included a stage of documental analysis and
systematization of qualitative data that were collected through semi-structured interviews.
The second stage included the implementation of the CMI technique, which purpose was
to identify categorical systems to classify research competences through the analysis of
hierarchical conglomerates. Eleven experts in the area of teaching-research in Higher
Education participated, 24 students and 4 alumni from an undergraduate program in Early
Childhood Education. The result of the study was to build a conceptual and taxonomic
approach to the competencies for teacher-researcher training, which includes 79 learning
outcomes that are classified in 29 constructs, and related in 8 competences. The strong
theoretical influence in the processes of research training, the gradual devaluation of the
experience as an agent in the construction of knowledge, and the pedagogical practice
focused on the instrumentalization represent new challenges that go beyond the
methodological. These challenges focus on the development of research training
processes based on ethics, technology, teamwork and innovation. The final reflections
constitute an approach to rethink the academic curricula based on formative research as
an agent of transformation and assurance of educational quality.
Key words: teacher training, pedagogical research, teacher competencies, higher
education.
Resumen: El artículo presenta los resultados de estudio cuyo propósito fue reconfigurar y
desarrollar una aproximación conceptual entorno a las competencias investigativas para el
fortalecimiento de los procesos de formación en investigación educativa. La investigación
se efectuó durante cuatro semestres académicos y se fundamentó en un enfoque mixto
con un Diseño de Investigación Transformativo Secuencial (DITRAS). El proceso incluyó
una primera etapa de análisis documental y sistematización de datos cualitativos
recopilados a través de entrevistas semiestructuradas. La segunda etapa incluyó la
implementación de la técnica CMI, cuyo objetivo fue identificar sistemas categoriales para
clasificar competencias investigativas a través del análisis de conglomerados jerárquicos.
Participaron 11 personas expertas en el área de docencia-investigación en Educación
Superior, 24 estudiantes y 4 egresadas de un programa de licenciatura en educación
inicial. Como resultado del estudio se construyó una aproximación conceptual y
taxonómica de las competencias para la formación de maestros-investigadores, que
incluye 79 resultados de aprendizaje clasificados en 29 constructos y relacionados en 8
competencias. La fuerte influencia teórica en los procesos de formación investigativa, la
desvalorización paulatina de la experiencia como agente en la construcción de
conocimiento, y la práctica pedagógica enfocada a la instrumentalización, representan
nuevos desafíos que sobrepasan lo metodológico. Dichos desafíos se focalizan en el
desarrollo de procesos de investigación formativa fundamentados en la ética, la
tecnología, el trabajo en equipo y la innovación. Las reflexiones finales, constituyen un
acercamiento para repensar los currículos académicos basados en la investigación
formativa como agente de transformación y aseguramiento de la calidad educativa.
Keywords: formación de docentes, investigación pedagógica, competencias docentes,
educación superior.
1. universidad El Bosque, Research Coordinator of the Faculty of Education, Bogotá,
Colombia. Electronic address: velandiacristian@unbosque.edu.co ORCID
http://orcid.org/0000-0002-7195-3365
2. University of Murcia. Professor at the University in the Area of Research Methods and
Diagnosis in Education, Spain. Electronic address: fjserran@um.es ORCID
https://orcid.org/0000-0002-5193-209X
3. University of Murcia. Professor at the University in the Area of Research Methods and
Diagnosis in Education, Spain. Electronic address: mjmarti@um.es ORCID
http://orcid.org/0000-0001-7022-5780,Artículo recibido: 19 de marzo, 2019, Enviado a
corrección: 27 de junio, 2019, Aprobado: 19 de agosto, 2019, Keywords: formación de
docentes, investigación pedagógica, competencias docentes, educación superior.
Revista Actualidades Investigativas en Educación Disponible en revista.inie.ucr.ac.cr
Artículo recibido: 19 de marzo, 2019
Enviado a corrección: 27 de junio, 2019
Aprobado: 19 de agosto, 2019

1. INTRODUCCIÓN
La investigación, la ciencia y la tecnología surgen como canales indispensables para
construir políticas de progreso, avances e innovación. A este respecto, la educación actúa
como un escenario influyente para el bienestar social, la calidad de vida y la mejora del
capital humano. La universidad, a través de la investigación y el desarrollo, es un
mecanismo fundamental para extraer valor del conocimiento, hacer declaraciones
racionales basadas en la evidencia y realizar ejercicios genuinos para una formación de
calidad (Clavijo-Gallego, 2014). En otras palabras, la investigación educativa es un factor
fundamental para garantizar la calidad de la educación y pertenece a las llamadas
ciencias sociales y humanas archivadas. La investigación educativa es una disciplina que
busca comprender fenómenos, resolver problemas y organizar procesos basados en
necesidades y oportunidades educativas (Botella y Zamora, 2017).
La formación para la investigación educativa (TER) es la búsqueda y generación de
experiencias que se transforman en conocimiento; su objetivo es desarrollar las
competencias científicas de los estudiantes a través de acciones que les permitan
responder a necesidades y problemas educativos, sociales y culturales (Baños, Hurtado y
Berlanga, 2014). A nivel integral, el objetivo esencial de la TER es cultivar el conocimiento
y el know-how (García, Angarita y Velandia, 2013). Aunque la TER no pretende dar
respuestas definitivas o inmediatas a cuestiones emergentes en el contexto educativo,
pretende una reflexión razonada que permita una discusión constructiva y académica. Es
en este escenario, donde la TER tiene sentido, ya que se concibe como el proceso
desarrollado para que los estudiantes sean entrenados para la investigación partiendo de
una problemática dentro de su entorno curricular y profesional potencial (Chacón, 2014).
En el escenario de la educación superior existen acuerdos sobre la formación de
investigadores como una calidad sustancial de la identidad universitaria. Es en el contexto
de la educación superior donde se pide a los estudiantes que aborden temas y desarrollen
actividades para abrir y buscar espacios que contribuyan al desarrollo de sus propias
competencias de investigación. En este mismo contexto, la TER se considera un factor
constitutivo e inherente a los procesos académicos (Durán-Bellonch e Ion, 2014). La
investigación desempeña un papel fundamental en el aprendizaje y la formación
profesional de los estudiantes, y la TER busca desarrollar y desarrollar habilidades
permanentes a través de acciones como la experimentación, la reflexión, los modelos
contrastantes, el análisis y la sistematización de las prácticas académicas, que pretende
que los estudiantes realicen con éxito actividades productivas asociadas al trabajo
pedagógico y profesional (Tejada Fernández y Ruiz Bueno, 2016).
La TER es un proceso complejo, debido a su naturaleza diversa y dinámica de
investigación. En el contexto universitario, los entornos de aprendizaje propuestos buscan
desarrollar conocimientos como el saber ser, el saber hacer, el saber saber saber y el
saber coexistir, mientras este proceso fluctúa entre lo ideal y lo posible (Avendaño-Castro,
Rueda-Vera y Paz-Montes, 2016). La TER busca acciones para el desarrollo de la
creatividad y las competencias científicas en los estudiantes, y para llevar a cabo la
investigación en un sentido estricto que busca la mejora de la teoría y la práctica, la
producción de conocimiento y el desarrollo de servicios de investigación (Ayala, 2016).
De acuerdo con lo anterior, la garantía de calidad en la educación superior, la
competitividad internacional, la cooperación interinstitucional y curricular, la
interculturalidad, la movilidad académica, la formación en investigación y el uso de las
tecnologías aplicadas a la educación y la ética constituyen el núcleo del proceso
educativo. Además, estos aspectos son cruciales en las agendas gubernamentales de
diferentes países americanos y de la comunidad europea (Declaración de Bolonia en
1999, Declaración de Praga en 2001, Declaración de Berlín en 2003, Project Tuning-
Europe Latin America, Buenos Aires en 2005, Belo Horizonte 2005, San José de Costa
Rica 2006, Bruselas en junio de 2006, México en 2007 y ANECA en 2007). La relevancia
de las características mencionadas se debe al hecho de que en el horizonte de la
educación superior existen transformaciones y escuelas de pensamiento que explican el
fenómeno educativo como eje fundamental de lo político, económico, colectivo, desarrollo
laboral y cultural de la sociedad (Velandia-Mesa, Serrano-Pastor y Martínez-Segura,
2017).
La perspectiva universitaria hacia los estudiantes es enseñar a aprender, mientras que
desde la perspectiva de los estudiantes se trata de aprender a aprender; ambas
perspectivas significan habilidades exigidas por la dinámica social y laboral. De esta
manera, las instituciones de educación superior buscan identificar los conocimientos,
prácticas y resultados de aprendizaje que permiten el desarrollo de habilidades y
competencias (Mayorga-Fernández, Madrid-Vivar y Padial-Díaz, S, 2016).
Los límites y el alcance de la TER están vinculados a un marco curricular definido por el
desarrollo de las competencias de investigación y su relevancia está determinada por una
naturaleza puramente pedagógica (Longi, 2018). En otras palabras, TER busca consolidar
las competencias de investigación de los estudiantes que son transversales al currículo
académico.
Según el proyecto Tuning para Europa y América Latina, al final de los programas de
pregrado, los estudiantes de ciencias educativas deben estar en capacidad de "investigar
en educación y aplicar los resultados en la transformación sistemática de las prácticas
educativas" (Bravo, 2007, p.24). En general, los perfiles profesionales se asocian
directamente con competencias basadas en la investigación, la innovación y la resolución
de problemas, y los resultados de aprendizaje propuestos en la TER son una parte
esencial de la profesionalización. De manera similar y prospectiva, TER pretende que los
estudiantes al final de sus programas de pregrado tienen la capacidad de "diseñar e
implementar un proyecto de investigación o de innovación docente en diferentes áreas
como la calidad de la formación del profesorado y la evaluación educativa" (Agencia
Nacional para la Evaluación de la Calidad y la Acreditación [ANECA], 2013, p. 55).