Publication: El papel de las evidencias en la práctica docente desde el punto de vista de sus protagonistas
Authors
Olmos-Rueda, Patricia ; Pattier, Daniel
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v98i37.1.91050
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info:eu-repo/semantics/article
Description
Abstract
La relación entre la investigación y la práctica educativa ejerce una gran influencia en el
desarrollo del proceso de enseñanza-aprendizaje. Conocer el papel que juega la evidencia en la
práctica docente es fundamental para entender la educación actual y poder diseñar escenarios
de mejora propiciados por la evidencia científica. Con el objetivo de profundizar en la relación
entre la evidencia científica y las prácticas educativas, por un lado, y la percepción del
profesorado sobre el uso de la evidencia, por otro, se realizó un estudio cuantitativo mediante
encuestas administradas a 462 profesores de colegios de Barcelona y de la Comunidad de
Madrid. Los resultados muestran la importancia que los docentes otorgan a la evidencia y las
características que debe tener la evidencia científica para tener una repercusión directa en la
práctica docente: relevancia, asequibilidad, accesibilidad y practicidad. Destaca el valor que los
docentes otorgan a las experiencias de las prácticas educativas propias o ajenas más que a los
conocimientos teóricos. Además, podemos ver cómo las variables de edad, género, nivel
educativo, etapa educativa en la que enseñan y la titularidad de la escuela condicionan la
percepción de los docentes sobre la relación entre la evidencia científica y su práctica educativa.
Concluimos que estos resultados posibilitan avances clave en la hoja de ruta hacia una cultura de
prácticas basadas en la evidencia en educación, y promueven una profunda reflexión acerca de
la forma en que la investigación y sus evidencias llegan efectivamente a los docentes.
The relationship between research and educational practice exerts a great deal of influence on the development of the teaching-learning process. Knowing the role played by evidence in teaching practice is essential in understanding education today and being able to design scenarios of improvement fostered by scientific evidence. With the goal of further examining the relationship between scientific evidence and educational practices on the one hand and teachers’ perception of the use of evidence on the other, a quantitative study was conducted via surveys administered to 462 teachers at schools in Barcelona and the Community of Madrid. The results show the importance that teachers attach to evidence and the characteristics that scientific evidence should have in order to have direct repercussions on teaching practice: relevance, approachability, accessibility, and practicality. What stands out is the value that teachers attach to the experiences of their own or others’ educational practices more than to theoretical knowledge. Furthermore, we can see how the variables of age, gender, educational level, educational level in which they teach, and ownership of the school condition the teachers’ perceptions of the relationship between scientific evidence and their educational practice. We conclude that these results enable key advances in the roadmap towards a culture of evidence-based practices in education and promote in-depth reflection on how research and its evidence effectively reach teachers.
The relationship between research and educational practice exerts a great deal of influence on the development of the teaching-learning process. Knowing the role played by evidence in teaching practice is essential in understanding education today and being able to design scenarios of improvement fostered by scientific evidence. With the goal of further examining the relationship between scientific evidence and educational practices on the one hand and teachers’ perception of the use of evidence on the other, a quantitative study was conducted via surveys administered to 462 teachers at schools in Barcelona and the Community of Madrid. The results show the importance that teachers attach to evidence and the characteristics that scientific evidence should have in order to have direct repercussions on teaching practice: relevance, approachability, accessibility, and practicality. What stands out is the value that teachers attach to the experiences of their own or others’ educational practices more than to theoretical knowledge. Furthermore, we can see how the variables of age, gender, educational level, educational level in which they teach, and ownership of the school condition the teachers’ perceptions of the relationship between scientific evidence and their educational practice. We conclude that these results enable key advances in the roadmap towards a culture of evidence-based practices in education and promote in-depth reflection on how research and its evidence effectively reach teachers.
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Citation
Revista interuniversitaria de formación del profesorado, V. 37(1), N. 98, 2023
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