INVESTIGACIÓN EDUCATIVA CON ENFOQUE EN LA INVESTIGACIÓN-ACCIÓN

Abstract

Qualitative research is, par excellence, the scientific inquiry in education; educational theory stands as the sole tool constructed to aid teachers in the full comprehension and assessment of the significant actions of learners and the entire teaching process. Educational research necessitates the development of theories that enrich educational action entirely; this allows the teacher to engage in the formulation of such theory, not merely attempting to understand and adapt it. From this premise, we share the notion that the teacher's engagement in educational research should align with their role and function as educators, rather than as professional researchers, which could distance them from their essential practice of teaching. By turning their professional activity into a reflection and systematization of experiences, it contributes to what is recognized as educational action research, guiding them towards a better understanding of their own domain and a professional code of ethics to enhance the quality of action within it. Therefore, the aim of the study was to explain how the level of development of pedagogical competencies is acquired through an educational intervention that raises awareness among students and encourages constructive participation. The research-action method was employed, with an educational intervention consisting of diagnosing and characterizing the subjects – students; data collection involved the intervention plan of didactic strategies and actions to be carried out by the students, in addition to a post-diagnosis. Data processing was carried out using Dyane version 4.0 software; the results emerged from an integrative approach in empirical, theoretical, and interpretative triangulation. It is concluded that the objective was achieved, and the level of development of pedagogical competencies was recognized through the educational intervention.