Relación docencia-investigación en Educación Superior: Diferentes perspectivas y enfoques
Abstract
Las percepciones de los actores involucrados proporcionan valiosos insights sobre la efectividad de la docencia y la investigación, ofreciendo perspectivas enriquecedoras para su optimización. El objetivo del estudio es examinar las percepciones asociadas a la docencia y la investigación dentro del ámbito de la educación superior. Con un enfoque cualitativo y exploratorio se analizan las experiencias en este ámbito a través de una revisión bibliográfica exhaustiva y actualizada en bases de datos académicas destacadas como Scopus y Web of Science. A lo largo del análisis emergieron aspectos clave. Se identificó la importancia de la perspectiva individual y reflexiva del profesorado, así como la interconexión entre la docencia y la investigación. Se subrayó, además, cómo el contexto influye en esta relación y se destacó la relevancia de la perspectiva fenomenológica en este vínculo. Se prestó especial atención a la exploración de las percepciones sobre la enseñanza y su impacto en la práctica docente. Se concluye subrayando la necesidad de entender profundamente las perspectivas sobre el aprendizaje y la investigación para robustecer su vínculo, mejorando así la calidad educativa. Se evidencia una creciente sinergia entre docencia e investigación en la literatura académica, subrayando la necesidad de su reconocimiento en futuras políticas universitarias.
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References
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Kim, J., Merrill, K., Xu, K., y Sellnow, D. D. (2020). My teacher is a machine: Understanding students’ perceptions of ai teaching assistants in online education. International Journal of Human–Computer Interaction, 36(20), 1902-1911. https://doi.org/10.1080/10447318.2020.1801227
Kim, K. T. (2019). The structural relationship among digital literacy, learning strategies, and core competencies among south Korean college students. Educational Sciences: Theory & Practice, 19(2), 3-21. https://jestp.com/article-detail/?id=745
Kivunja, C., y Kuyini, A. B. (2017). Understanding and applying research paradigms in educational contexts. International Journal of Higher Education, 6(5), 26-41. https://doi.org/10.5430/ijhe.v6n5p26
Klemenčič, M. (2017). From student engagement to student agency: Conceptual considerations of European policies on student-centered learning in higher education. Higher Education Policy, 30(1), 69-85. https://doi.org/10.1057/s41307-016-0034-4
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Lyons, S., y Kuron, L. (2014). Generational differences in the workplace: A review of the evidence and directions for future research. Journal of Organizational Behavior, 35(S-1), S139-S157. https://doi.org/10.1002/job.1913
Magennis, S., y Woodward, R. J. (1992). Research, teaching and the concept of the research driven curriculum. European Association for Institutional Research 14th International Forum, Brussels.
Mardiha, S. M., y Alibakhshi, G. (2020). Teachers’ personal espistemological beliefs and their conceptions of teaching and learning: A correlational study. Cogent Education, 7(1), 1763230. https://doi.org/10.1080/2331186X.2020.1763230
Marsh, H. W., y Hattie, J. (2002). The relation between research productivity and teaching effectiveness. The Journal of Higher Education, 73(5), 603-641. https://doi.org/10.1080/00221546.2002.11777170
Martawijaya, M. A., Rahmadhanningsih, S., Swandi, A., Hasyim, M., y Sujiono, E. H. (2023). The effect of applying the Ethno-STEM-Project-based learning model on students’ higher-order thinking skill and misconception of physics topics related to lake Tempe, Indonesia. Jurnal Pendidikan IPA Indonesia, 12(1), 1-13. https://doi.org/10.15294/jpii.v12i1.38703
McCharen, B., Song, J., y Martens, J. (2011). School innovation. Educational Management Administration & Leadership, 39(6), 676-694. https://doi.org/10.1177/1741143211416387
Miles, E. W. (2016). The past, present, and future of the business school. Springer International Publishing. https://doi.org/10.1007/978-3-319-33639-8_2
Mishra, L., Gupta, T., y Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. https://doi.org/10.1016/j.ijedro.2020.100012
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Mohrman, K., Ma, W., y Baker, D. (2008). The research university in transition: The emerging global model. Higher Education Policy, 21(1), 5-27. https://doi.org/10.1057/palgrave.hep.8300175
Pearce, J. L., y Huang, L. (2012). The Decreasing Value of Our Research to Management Education. Academy of Management Learning & Education, 11(2), 247-262. https://doi.org/10.5465/amle.2011.0554
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Published
2023-10-03
How to Cite
Álvarez-Muñoz, P. R., Guevara-Viejo, J. F., Castro-Castillo, G. J., & Pinela Cárdenas, R. A. (2023). Relación docencia-investigación en Educación Superior: Diferentes perspectivas y enfoques. Revista De Ciencias Sociales, 29, 288-301. https://doi.org/10.31876/rcs.v29i.40954
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Artículos
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