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Sinergias educativas
April - June Vol. 8- 2 - 2023
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eISSN: 2661-6661
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Page 94-101
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Approved: December 20, 2022
Significant research on
educational practice, a
resource for professional
competence
Investigación significativa de la practica
educativa, recurso de competencia
profesional
Teodoro Flores Sacaca
*
Abstract
The research focuses on determining the significant research in the
classroom practice that qualifies the professional competences of
teachers in the regular education subsystem Secondary Level, for this
situation the research adopted non-experimental research focused on the
interpretative and descriptive paradigm oriented in the quantitative
method directed to the sample population intentionally determined to
teachers of the educational district of Potosi. The research has allowed
to show that the educational process is oriented to the repetition of
contents and to the advancement of the same by having educational texts
of the ministry of education with a demanding concern in learning
without understanding the reason for the difficulties in learning in the
absence of carrying out the research to the results of the experience. It
is evident the significant importance of research on the results of the
experience that would be suitable to achieve significant learning and the
qualification of professional competence to generate a society with a
high level of knowledge.
Keywords: Meaningful research, qualification, professional
competence.
*
Licenciado en Educación Intercultural y
Bilingüe. Doctorando en Educación Superior,
Universidad Pública El Alto UPEA La Paz,
teoserolf@gmail.com, https://orcid.org/0009-
0005-1282-4458
Article
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Resumen
La investigación centra la atención en determinar la investigación
significativa en la práctica de aula que cualifica las competencias
profesionales de los maestros en subsistema de educación regular Nivel
Secundario, para esta situación la investigación adoptó investigación no
experimental enfocado en la paradigma interpretativo y descriptivo
orientado en el método cuantitativo dirigido a la población muestral
determinado intencionalmente a maestros del distrito educativo de
Potosí. La investigación ha permitido evidenciar que el proceso
educativo está orientado en la repetición de contenidos y al avance de
los mismos por contar con textos educativos del ministerio de educación
con una preocupación exigente en que aprendieran sin comprender la
razón de las dificultades en el aprendizaje a falta de realizar la
investigación a los resultados de la experiencia. Se evidencia la
importancia significativa de la investigación sobre los resultados de la
experiencia que sería idóneo para lograr aprendizaje significativo y la
cualificación de competencia profesional para generar sociedad de alto
nivel de conocimiento.
Palabras clave: Investigación significativa, cualificación, competencia
profesional.
Introduction
The practical educational activity of the teacher in the classroom is
important in the integral formation of the student, this process is the
result of many factors that intervene through the teacher to achieve
meaningful learning.
For such a result, according to Baque, & Portilla, (2021) the teacher
reflects and investigates the problems derived from his or her work in
the classroom and context, for which he or she needs to go beyond the
consolidation of knowledge, skills, abilities, capacities, attitudes and
skills, since educational praxis constitutes a privileged scenario for the
professional to integrate and apply knowledge, develop research
competencies and build knowledge.
Therefore, it is important that the teacher incorporates meaningful
research, which focuses on the predisposition of the researcher and the
ability to relate new knowledge to his or her cognitive structure in a
substantive way that allows him or her to assign meaning to the
research.
Then the question arises, how would meaningful research praxis help
the professional and the student. According to Madrazo, T. Avila, M.
Hernandez, M. (2021) it would help "(...) in the quality of the
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96
performance, the confrontation of conflicts, the reconstruction of their
strategies to act in the solution of tasks, professional and life problems
(...) make the professional suitable for the development of the activity
in their different functions and guarantee a responsible and efficient
professional performance"
It is known that the culture of meaningful research represents
qualification of personal professional competence and meaningful
learning with high level of knowledge (Lopez et al., 2020), which
responds to the requirement of the social environment, however the
usual practice of research on the result of classroom experience by all
teaching staff in the area that governs is unknown, in this sense the
research focuses attention on determining the meaningful research in
classroom practice that qualifies the professional competencies of
teachers in regular education subsystem Secondary Level.
Materials and methods
The present research in its design adopts non-experimental on the
significant research conducted by teachers during the curricular
concretion to achieve professional competence in the educational field
under the regular education system secondary level, framed in the
interpretive, descriptive research paradigm and the method applied in
quantitative research (Sampieri & Torres, 2018).
For this process, the population is made up of teachers and as a non-
probabilistic representative sample selected intentionally (50)
classroom teachers from different areas of the Secondary Community
Productive level of the Potosí Educational District, taking into account
what Arias Odón (2006) points out, where the sample elements are
chosen based on criteria or judgments pre-established by the researcher.
The criteria are accessibility to the informant, willingness to offer the
data. On the other hand, for the intervention, the technique used to
collect information was a survey, and the instrument used was a
structured questionnaire with key questions, which was evaluated by
three experts in the research (Rodriguez, 2023) before being applied
(Rodriguez, 2023). The instrument was applied by delivering the
physical instrument only once to the participants of this study.
The statistical processing of the information collected was carried out
using Excel pie charts in order to represent the results in a quantitative
way and to analyze them.
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Results
The research has shown that the educational process is oriented to the
repetition of content and the advancement of the same by having
educational texts from the Ministry of Education with a demanding
concern in learning without understanding the reason for the difficulties
in learning in the absence of conducting research on the results of the
experience.
Figure 1. Teacher's attitude towards learning with difficulties
Source: Own elaboration
The graph describes that most of them provide personalized attention
when there are difficulties in learning, and another part indicates that
they go to the investigation of the causes of the difficulties, and finally,
they make reference to follow up in case of learning difficulties.
Figure 2. Self-assessment of classroom practices
Source: Own elaboration
The first group of teachers stated that classroom practice is always self-
evaluated, on the other hand, they stated that classroom practice is
Investiga
10 €
Hace
seguimiento
20 €
Enseñanza
personalizada
30 €
Recomienda
40 €
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sometimes performed, and the last group stated that they never perform
self-evaluation of classroom practice.
Figure 3. Research helps the teacher
Source: Own elaboration
Among the respondents, the first group says that research helps to
generate meaningful and productive learning, another group says that it
helps to generate creativity and innovation in classroom practice, and
the last group says that research helps to deepen knowledge.
Figure 4. research engages the teacher
Source: Own elaboration
The graph describes that a majority group indicates that the research of
the classroom experience commits the teacher to solve difficulties, on
the other hand, others state that it commits them to solve students' needs,
and finally, they state that it commits them to improve the classroom
educational practice.
40 €
40 €
Mejorar la
practica
10 €
Resolver
necesidades
40 €
Resolver
dificultades
50 €
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Figure 5. Qualified teacher research
Source: Own elaboration
The representation of the first group emphasizes its manifesto indicating
that research qualifies the teacher's personal professional competence,
the second group determines that research culture helps the production
of knowledge, and finally, the small group says that it helps to qualify
the teaching methodology.
Discussion
It is noteworthy that significant research has not been applied in the
process of the experience, which is practically ideal to achieve the
assessment of the results of the activity carried out; it must necessarily
focus on the concrete, where it is possible to explore needs in real
contexts and transfer the knowledge learned. According to Rojas,
Durango, & Rentería, (2020), "...it is a pedagogical strategy, which
seeks to solve a problem, with the mediation of a teacher and the active
participation of students (...)" (Page 173).
It should not be forgotten that the function of research in the educational
field focused on experience is understood as "(...) a process
characterized by the creativity of the actor, by the innovation of ideas,
by the rigorous methods used, by validation" (Restrepo, 2020, p.87) as
a result of this process, knowledge is generated, which is concretized
for the purpose of change, thus qualifying the teacher's practice and
successful learning.
The teaching-learning process cannot be oriented in simple repetition
and transmission of contents without knowing the importance of
Metodologi
a de
enseñanza
30 €
Produccion
de
conocimient
o
32 €
Competenci
a
profesional
38 €
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usefulness in the activity of life, education is synonymous with
development, progress, that is why education requires "(...) tools and
guidelines that allow students to find the path of their happiness doing
what they like (...)" (Richard & Contreras, 2021, p.66). For this process,
the leading role and responsibility of the teacher is important and can
act focused on the described result of the practice of meaningful
research and achieve change.
Developing research and innovation is synonymous with training with
a high level of preparation and competence in all fields of knowledge,
creating the conditions for production and construction, as a result of
"(...) the ability to relate skills, abilities, attitudes and aptitudes to
research, the ability to experiment, analyze, solve problems, interpret
results and obtain conclusions" (Juárez & Torrez, 2022, p. 3). This
process is achieved in an appropriate and coherent manner by the
findings found in the self-evaluation and significant research, without
reference we consider that the process would not have expected results.
According to Fernandez, (2019) "Every day there are more real
situations that make the teacher become a researcher of his own
classroom" (P. 24) and assumes commitment with ethics, moral and
academic to achieve the conversion of a knowledge society that society
demands, "who has lived the experience of investigating his own
teaching practice and has reflected on this, is the most suitable"
(Fontanilla, & Zulay, 2019, P. 87). The teacher will be able to contribute
with coherent and appropriate responses to situations of need.
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