Teaching experiences around research training in a postgraduate of northern Mexico

Abstract

This article analyzes the experience of a group of postgraduate students in the face of educational research training and its use in teaching practice. The study was conducted in a teacher training institution in northern Mexico, with three objectives: know the conception that teachers have about educational research; assess the research skills they develop from their participation in a postgraduate degree in education; and, identify the professional commitments that they assume against the practice of research in their school contexts. The work was carried out with a mixed design that involved the use of the questionnaire and the interview. The analytical exercise concludes that: teachers conceive educational research as a tool to improve their practice and intervene in their schools; pursuing the postgraduate course has allowed them to develop skills for information search, internet use and PowerPoint management; finally, in the face of the practice of educational research, teachers configure three commitments: recognize that training in educational research allows them to strengthen their professional practice, resize what it means to be a teacher and assume themselves as agents of change