Behavior of formative research in graduates of the Basic Education Career, UNAE, Ecuador

Abstract

The objective of the article is to analyze the behavior of formative research in graduates of the Basic Education Career (EB), from the National University of Education (UNAE), Ecuador, during their performance as teachers. This analysis is based on the results obtained in a research task carried out as part of the project "The professional performance of EB graduates from the UNAE." The research task started from a problem derived from the career improvement actions, consisting of the absence of information about the influence of the research component on the training process it develops. A mixed methodology was used and the use of documentary review, focus groups, a survey and class observation. The population included 397 graduates and a sample of 55 graduates was selected. The results reveal the importance of research in teacher training and its impact on the teaching performance of graduates of the program. The presence of research subjects in the country's universities with education courses is analyzed. In conclusion, the need to continue contributing to the development of research competencies in teacher training was ratified, the high value that graduates attribute to the research component was determined, and the criteria were established to be able to evaluate formative research and its effect on teacher training of the career.