Innovative processes in the investigative practices of teachers

Abstract

The research had as its general purpose to know the innovative processes within the investigative practices of the teachers; supported theoretically in the opinion of authors such as Hogg (2010), Castañeda (2005), Chamber of Commerce of Cali, (2014), as well as the contributions of the informants and the researcher. From the analysis of a qualitative research, the development of the study is in line with the interpretive hermeneutic method as a way to create a substantive theory, based on the teaching and learning processes of the research practices of teachers; as well as answer the uncertainties raised. The information was obtained through direct observations and semi-structured interviews to four (4) subjects, made up of teachers, who were chosen for their seniority within the institutions. The reliability of this population is relative, as was the qualitative triangulation analysis technique. Among the final reflections, the innovative processes within educational teaching practices had an intimate relationship with the technological sector, even though the objectives are usually diffuse and in mutual conflict; Short-term objectives are not necessarily in accordance with long-term objectives, although it is difficult to discover the undesirable effects of educational innovations. It is the induction towards novel functional changes, it is the return to work on known fields of action to apply them to new circumstances, and the creation of new ways of perceiving and approaching problems.