20 Años sobre el Impacto de la Investigación Educativa en la Práctica. Algunas Recomendaciones y Propuestas de Mejora

  1. Mª del Pilar García Rodríguez 1
  2. Jose Manuel Corone 1
  3. Inmaculada Gómez Hurtado 1
  4. Inmaculada Gónzález-Falcón 1
  1. 1 Universidad de Huelva
    info

    Universidad de Huelva

    Huelva, España

    ROR https://ror.org/03a1kt624

Revista:
REICE: Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación

ISSN: 1696-4713

Año de publicación: 2024

Volumen: 22

Número: 1

Páginas: 121-140

Tipo: Artículo

DOI: 10.15366/REICE2024.22.1.007 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: REICE: Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación

Resumen

En los últimos veinte años, la investigación sobre el impacto sobre la práctica educativa ha sido objeto de una atención creciente en el contexto internacional y se ha convertido en una preocupación de los profesionales, investigadores y responsables políticos. En este sentido, la literatura se ha ocupado de explorar cómo el impacto es actualmente teorizado e investigado. El objetivo de este trabajo ha sido derivar recomendaciones y propuestas de mejora para cerrar la brecha de larga duración existente entre la investigación y la práctica, a partir de la revisión de la literatura correspondiente al periodo 2000-2020 de los estudios sobre el impacto de la investigación educativa en la práctica. Se revisaron las bases de datos WOS, Scopus y ProQuest. Partimos de 237 artículos, seleccionamos 145 y realizamos un análisis de contenido identificando un total de 50 recomendaciones y propuestas, de carácter general, asociadas a los contenidos requeridos y, por último, aquellas vinculadas a consideraciones metodológicas. Los resultados del análisis realizado, reflejan el conocimiento disponible en torno al impacto de la investigación educativa en la práctica, los agentes principales implicados, las políticas a desarrollar en diversos ámbitos, las orientaciones metodológicas sugeridas, así como las implicaciones para la formación inicial y permanente del profesorado

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