Research Training for Undergraduate Students in the Elementary Education Bachelor’s Program. A Systematic Review

Abstract

The teaching-learning of research processes in higher education institutions reproduces didactic practices based on the retention-repetition of theory and scientific methodology. This reality requires permanent innovation to overcome the limitations of didactic traditionalism. The purpose of this study was to strengthen the processes of formative research with the students of the Bachelor’s degree in Basic Education at the Technical University of the North - Ecuador. Documentary research was used and research-action framed in the approaches of the Teaching for Understanding. The techniques used were: documentary review, teacher and student interviews, content analysis and triangulation. At the end, it was found that formative research constitutes a primordial area for the formation of future teachers, but there are still certain deficiencies in its understanding and application. As strategies for action were determined: problem-based learning, research monographs, scientific journal club and research seminars.

Keywords: Formative research; teacher training; basic education; action research; teaching for understanding.