Research competence, action-research and ongoing teacher training

• Published in: Alteridad (Cuenca, Ecuador) Vol. 19; no. 2; pp. 169 - 178
• Main Authors: Pascual-Arias, Cristina, López-Pastor, Víctor M
• Format: Journal Article
• Language: English; Spanish
• Published: Cuenca Universidad Politécnica Salesiana del Ecuador 01-07-2024
• Subjects: Action research; Core competencies; Educational Innovation; Educational innovations; Educational Practices; Educational Quality; Lifelong Learning; Teacher education; Teachers
• ISSN: 1390-325X; 1390-8642
• DOI: 10.17163/alt.v19n2.2024.02

This article examines the impact of a continuing education semi- nar on Formative and Shared Evaluation (F&SA) on the research competence through the implementation of Action Research (A-R) cycles to promote educational innovation. This study is based on qualitative methodology that analyses of meetings and reports made by teachers. The results show that the seminar facili- tated the transformation of the participants' educational practices, promoting significant changes in their attitudes and approaches to evaluation. In addition, it helped to develop aspects of their research competence and to generate positive perceptions about the importance of researching their own educational practice and the value of discussion and reflection. The A-R cycles, reflection and discussion helped to overcome challenges such as a lack of knowledge of F&SA practices and resistance to change. The sem- inar proved to be an effective space for generating transformative practices, fostering teachers' research competence and addressing emerging obstacles. It seems relevant to develop initiatives that promote the research competence of teachers linked to processes of lifelong learning and educational innovation, which contribute to quality education.