The development of research competence: perception of primary education teachers in Colombia and Ecuador

El desarrollo de la competencia investigadora: percepción de docentes de educación primaria de Colombia y Ecuador

Introduction. Initial teacher training, and especially the training needs of practicing teachers, is one of the great challenges at the level of educational systems in Latin America and the Caribbean. In this regard, there are various studies that address this issue, focusing on the training and development of competencies of university teachers without considering, most of the time, the teaching group that teaches in primary education, with the development of research competency through training, still being a necessity. Objective: to know the self-perceptions of primary education teachers in Colombia and Ecuador in relation to the development of research competence. Materials and Methods: the study was developed using mixed methodology, with a sequential exploratory-derivative design. Quantitative data was obtained through the application of the research competence rubric in primary education teachers (n=509), defined by its Spanish acronym as CIMEP. Qualitative data was obtained through discussion groups (n=15). Results: results show that teachers approached the categories of research competence; nonetheless, data analysis, writing scientific texts and participation in academic events are categories that must be strengthened in the primary school teaching community in both countries. Conclusions: based on the self-perceptions of primary education teachers, it is concluded that there is a need for continuous training and time that helps to develop research competence in teachers in both countries.