Validation of the CIMEP model for the development of research competence in primary school teachers

Abstract

INTRODUCTION. Research competence is a transversal element of the curriculum today and plays an important role in the teacher’s pedagogical practice as an element of innovation. Although spaces for reflection in relation to this competence have occurred in university contexts, this leaves aside the school context, as a place in which in-service teachers can continue to grow in relation to the development of the research competence. Therefore, the objectives of this research were to identify the dimensions and categories that form the CIMEP model (Research Competence in Primary Education Teachers) to create and validate a tool that evaluates the development of research competence in in-service teachers; and evaluate the CIMEP model in three Latin American countries, for the development of the competence of interest. METHOD. The methodology implemented was mixed, with a sequential-derivative stage consisted of a validation of the model through the rubric, by a panel of 12 experts; the quantitative part included the collection and statistical analysis of the data that operationalize the proposed model with a sample of 665 participants from the countries of Colombia, Ecuador, and Mexico of the La Salle educational network. RESULTS. Statistical validation allowed us to rethink the model, going from seven to four dimensions, as well as from 20 to 18 categories, as elements that form research competence. DISCUSSION. The proposed model adjusts to the reality of the three countries in terms of structure, although the development and implementation of strategies with teachers for the development of the competence is necessary. It is urgent that teachers have an evaluation tool that allows them to self-evaluate in relation to the elements of research competence.