Impact of Investigative Pedagogical Practices on Teacher Training in Colombia
DOI:
https://doi.org/10.24310/rep.10.1.2025.20595Keywords:
Pedagogical practice, Teacher training, Education evaluation, Educational policy, Teacher supervision.Abstract
Current policies in teacher training programs demand a restructuring of pedagogical Current Current policies in teacher training programs require a restructuring of pedagogical practices to meet the challenges of higher education. This research analyzes the experiences of trainee teachers, highlighting their contributions, achievements, and difficulties in investigative pedagogical practice, comparing them with the training received at two Colombian universities. Using a concurrent triangulation design (DITRIAC), data were collected from 150 trainee teachers, 30 tutors, 20 monitors, and 15 teachers over two years through surveys, interviews, classroom projects, and field journals. The results revealed discrepancies between the theoretical training and practical experiences, showing progress in applying pedagogical theories but challenges in implementing investigative practices due to resource limitations. The study suggests better integration between the perceptions of trainee teachers and tutor evaluations, as well as strengthening technological infrastructure and institutional support to enhance the effectiveness of educational policies.
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