An Approach to the Training of Teachers as Educational Researchers in Mexico

Abstract

In this article, the training of educational researchers is analyzed taking as reference the processes of teacher training in which Mexican teachers participate. Based on the review of the public policy of teacher training and professional development, as well as various theoretical contributions on the subject, the main government actions that have been implemented to promote among teachers the skills to use, apply and carry out educational research are distinguished. By means of a qualitative methodology, of documentary nature, the analysis deals with the conceptual scope of the training of educational researchers, the way in which this has been carried out, and the actions implemented in teacher training to incorporate the training of researchers. It concluded the key role of research in the transformation of teaching practice, also identified in the educational policy various moments and strategies to train teachers as researchers, where the postgraduate has a strategic position. Although some progress is being made, the opportunities offered to basic education teachers to train as educational researchers are scarce, so it is necessary to advance in the formation of a critical mass of teachers with the necessary skills to investigate. It is proposed to promote participatory research that leads to transformative actions and gives to teachers an authentic participation.