Research - action in teachers’ education

Abstract

This article is the final report of a research carried out from 2005 to 2006 with tutor teachers of the pedagogical practice in the B.A. in Spanish, English and French Teaching. This research was developed from a qualitative approach framed in the education research-action as a theoretical and practical proposal to transform the pedagogical practice. The problem to be studied was to determine the theoretical and practical effects and transformations derived from the incorporation of education research action to the practice development in the process of teachers’ education in the Department of Modern Languages at Universidad de La Salle. In this regard, the methodological procedure, proposed from the three stages: planning, action and reflection, was developed in three academic semesters, considering the length of the pedagogical practice in the current curricular structure in the B.A. in Spanish, English and French Teaching. Data collection includes systematization of experiences, diaries, class planners, semi-structures interviews and participating observations. This research highlighted the importance of research-action in education of tutors and of students. On the other hand, it shows the transformations in the process of practice related to reconception and purpose, the practice scenery, methodology and the role of the tutor.