La investigación formativa, un análisis comparativo entre instituciones de educación secundaria públicas y privadas

Formative research refers to practices linked to the promotion of research competencies at different educational levels. In the case of Colombia, the Ministry of National Education defines the guidelines linked to these practices at the secondary level and promotes them, stimulating national and international inter-institutional relations, facilitating funds for participation in scientific events and providing sponsorships for different activities. However, on many occasions these guidelines tend to be implemented more as a function of particular determinants, such as the will of some teachers or directors, rather than as true institutional policies. In this sense, the possibility of developing this type of activities ends up depending on having trained and scientifically educated teachers to be able to create, implement and evaluate scientific programs. In view of this situation, the main objective of this research was to analyze the relationship between knowledge and practices on formative research in a sample of teachers from public and private schools in Santander. For this purpose, a previously validated survey was implemented in a sample of 215 teachers from different secondary schools, which measured the variable in three dimensions: knowledge of formative research, motivation to formative research and formative research practices. The results indicate that in a context where institutions do not actively promote this type of practices, the possibility of their development is very limited and depends exclusively on the profiles of the teachers in the institutions.