Investigación-acción en formación de profesores: Desarrollo histórico, supuestos epistemológicos y diversidad metodológica

Abstract

In the teacher education context, action-research has had an important influence over the last three decades, often been used as a pedagogical tool. Our goal is to analyze the historical development of educational action research, conceptualize commonalities and deepen some particular approaches. From a theoretical point of view action research recognizes a common history and a methodological pluralism. Methodologically we review the international and national literature. The result is the analysis and modeling of three particular approaches: self-study, inquiry on inquiry, and teacher research. We conclude that educational action research, in its unity and methodological plurality, offers various possibilities for teacher educators and student teachers to reflect and inquire about the process of becoming a teacher.