Maestros que investigan: un estatus aún en disputa

Abstract

This work is based on a study that characterized the research practices of teachers, as well as the characteristics of the institutions that promote or limit such research in Bogotá, Colombia. Based on a mixed sequential-concurrent exploratory study, we analyzed the way in which the practices of investigating teachers are traversed by both institutional and cultural conditions. On the former, barriers associated with time availability and little internal and external accompaniment were identified to investigate, write and socialize the research carried out. Regarding the cultural dimension, it was found that the status of a teacher-researcher must still be defended in educational institutions, an element that deserves special reflection given the increasing number of teachers in (or with) postgraduate training who develop researches in Bogotá. This work may be relevant for researchers in education, decision makers in teacher training policies and public sector teachers.