Asesorías colaborativas integrales online: sistematización de prácticas formativas en República Dominicana
Palabras clave:
Asesorías colaborativas, aprendizaje colaborativo, competencias investigativas, formación de posgrado, educación superiorResumen
Introducción: En el ámbito de la educación superior, la formación en competencias investigativas de los estudiantes becados de posgrado en la Republica Dominicana enfrenta el reto de adaptarse a las demandas educativas y tecnológicas actuales, con el fin de mejorar continuamente la práctica pedagógica y generar un nuevo saber pedagógico. En tal sentido, existe un creciente interés en explorar nuevas estrategias efectivas para su fortalecimiento. Materiales y métodos: Este estudio emplea una metodología cualitativa para profundizar en la experiencia de los docentes de posgrado sobre la efectividad de las asesorías colaborativas integrales en línea para el desarrollo de las competencias investigativas en participantes de un programa de maestría en educación. La recolección de datos se llevó a cabo mediante entrevistas en profundidad a 17 personas, un grupo focal con 10 participantes y la aplicación de un cuestionario a 25 personas. Resultados: Los resultados demuestran que las asesorías colaborativas integrales en línea son percibidas como una herramienta fundamental para el desarrollo de competencias investigativas. Los participantes destacaron la importancia de las asesorías personalizadas en la formulación de problemas pedagógicos y el proceso de formación investigativa. Discusión: Además, identificaron beneficios como la capacidad para plantear preguntas significativas, el avance en las investigaciones y proponer mejores prácticas para la solución de problemas educativos. Conclusiones: En conclusión, las asesorías colaborativas integrales en línea emergen como una estrategia efectiva que facilita un entorno de aprendizaje interactivo y personalizado para el fortalecimiento de competencias investigativas y el desarrollo de una cultura investigativa en participantes de un programa de maestría en educación.
Citas
Aliaga-Pacora, A. A., Juárez-Hernández, L. G., and Sumarriva-Bustinza, L. A. (2023). Validity of a rubric to assess graduate research skills. Revista de Ciencias Sociales, 29(4), 415–427. Scopus. https://doi.org/10.31876/rcs.v29i4.41265
Alonso, M., Díaz, E., Bordallo, J., Cantabrana, B., and Hidalgo, A. (2021). Distribution of research competencies in Medical Degree modules. Educacion Medica, 22(2), 78–83. Scopus. https://doi.org/10.1016/j.edumed.2019.11.004
Amirova, A., Iskakovna, J. M., Zakaryanovna, T. G., Nurmakhanovna, Z. T., and Elmira, U. (2020). Creative and research competence as a factor of professional training of future teachers: Perspective of learning technology. World Journal on Educational Technology: Current Issues, 12(4), 278–289. Scopus. https://doi.org/10.18844/wjet.v12i4.5181
Ancajima, J. C. Z. (2022). E-research and technological research competence in teacher training. Human Review. International Humanities Review / Revista Internacional de Humanidades, 11(Monografico). Scopus. https://doi.org/10.37467/revhuman.v11.3984
Asghar, M. Z., Iqbal, J., Seitamaa-Hakkarainen, P., Barbera, E., Ozbilen, F. M., and Waqar, Y. (2023). Symmetrical and Asymmetrical Modeling: Applying Vitae Researchers’ Development Framework through the Lens of Web 2.0 Technologies for Vocational-Health Education Researchers. Sustainability (Switzerland), 15(9). Scopus. https://doi.org/10.3390/su15097514
Balandya, E., Sunguya, B., Gunda, D. W., Kidenya, B., Nyamhanga, T., Minja, I. K., Mahande, M., Mmbaga, B. T., Mshana, S. E., Mteta, K., Bartlett, J., and Lyamuya, E. (2021). Building sustainable research capacity at higher learning institutions in Tanzania through mentoring of the Young Research Peers. BMC Medical Education, 21(1). Scopus. https://doi.org/10.1186/s12909-021-02611-0
Bardín, L. (2002). Análisis de contenido. Madrid: Ediciones Akal.
Baumann, S., and Leišytė, L. (2022). Changing Research Structures and Academic Staff Competence in the Swiss Non-traditional University Sector. Higher Education Policy, 35(3), 750–771. Scopus. https://doi.org/10.1057/s41307-021-00231-3
Caballo, B. R., Díaz, L. A., and Lázaro, S. M. (2022). Systemic skills that predict employability in social education. Educacion XX1, 25(2), 201–221. Scopus. https://doi.org/10.5944/educxx1.31538
Carreño, S. I., and Zegpi, M. A. (2022). Audiovisual translation as a cross-curricular learning strategy in a BA translation program. Onomazein, 72–93. Scopus. https://doi.org/10.7764/onomazein.ne10.04
Chamorro-Atalaya, O., Gamarra-Bustillos, C., Villanueva-Acosta, V., Samanamud-Loyola, O., Leva-Apaza, A., Tasayco-Jala, A., Torres-Quiroz, A., and Peralta-Eugenio, G. (2022). Self-perception on the Acquisition of Investigative Competencies in the Context of Virtual Learning during Covid-19. International Journal of Information and Education Technology, 12(12), 1417–1423. Scopus. https://doi.org/10.18178/ijiet.2022.12.12.1766
Chancahuana, M. E., Carrasco, O. J. O., Escobedo, J. D. F., and Díaz, Y. A. S. (2023). Formative research in the development of research skills in university students. Revista de Ciencias Sociales, 29(4), 402–414. https://doi.org/10.31876/rcs.v29i4.41264
Chávez Vera, K. J., Ayasta Llontop, L., Kong Nunton, I., and Gonzales Dávila, J. S. (2022). Formation of investigative competences in the students of the Señor de Sipán University in Peru. Revista de Ciencias Sociales, 28(1), 250–260. Scopus. https://doi.org/10.31876/rcs.v28i1.37689
Ciraso-Calí, A., Martínez-Fernández, J. R., París-Mañas, G., Sánchez-Martí, A., and García-Ravidá, L. B. (2022). The Research Competence: Acquisition and Development Among Undergraduates in Education Sciences. Frontiers in Education, 7. Scopus. https://doi.org/10.3389/feduc.2022.836165
Deroncele-Acosta, A., Gross-Tur, R., Bellido-Valdiviezo, O., & López-Mustelier, R. (2024). Qualitative Research From Grounded Theory to Build a Scientific Framework on the Researcher’s Epistemic Competence. International Journal of Qualitative Methods, 23, 16094069241284218. https://doi.org/10.1177/16094069241284218
Deroncele-Acosta, A. (2024). Edu-Track+: Mejorando Motivación Académica Intrínseca y Rendimiento Académico Universitario en Aulas Hyflex. REICE. Revista Iberoamericana Sobre Calidad, Eficacia Y Cambio En Educación, 22(2), 9–32. https://doi.org/10.15366/reice2024.22.2.001
Deroncele-Acosta, A. (2022). Competencia epistémica: Rutas para investigar. Universidad Y Sociedad, 14(1), 102-118. https://rus.ucf.edu.cu/index.php/rus/article/view/2540
Delgado, C. L. P., and Estrada, L. (2022). Pedagogical Conditions and Challenges for the Development of Research Skills. Revista Electronica de Investigacion Educativa, 24. Scopus. https://doi.org/10.24320/redie.2022.24.e09.3937
Dios-Castillo, C. A., Manuel Antonio, C.-S., Patricia del Rocío, C.-Y., Fernández-Miranda, M., Chero Valdivieso, H., Pulido-Joo, L. A., and Garro-Minaya, M. F. (2022). Investigative competences of ideas generation: A Spreadsheet Experience. In Larrondo Petrie M.M., Texier J., Pena A., and Viloria J.A.S. (Eds.), Proc. LACCEI int. Multi-conf. Eng. Educ. Technol. (Vols. 2022-July). Latin American and Caribbean Consortium of Engineering Institutions; Scopus. https://doi.org/10.18687/LACCEI2022.1.1.473
Dominga, M.-R. G., Antonio, C.S. M., Digna, R.-N. O., Omar, B.-V., Maritza, P.-A. D., Verónica, P.-A. S., and Giovanni, R.-S. V. (2022). Achievement of research skills in Peruvian university students of medical sciences: An experience through the use of the inverted classroom. In Larrondo Petrie M.M., Texier J., Pena A., and Viloria J.A.S. (Eds.), Proc. LACCEI int. Multi-conf. Eng. Educ. Technol. (Vols. 2022-July). Latin American and Caribbean Consortium of Engineering Institutions; Scopus. https://doi.org/10.18687/LACCEI2022.1.1.239
Enriquez, G., Zevallos, E., Zenteno, F., Pariona, D., and López, R. (2023). Formative research and the achievement of skills based on undergraduate theses in university higher education. Journal of Technology and Science Education, 13(2), 498–513. Scopus. https://doi.org/10.3926/JOTSE.1744
Esquivel-Grados, J., Venegas-Mejía, V. L., Venegas-Mejía, C. P., Gonzáles-Benites, M. T., Bacón-Salazar, N., and Valdivia-Huaranga, H. A. (2023). Formative research: perceptions of communication science students at a peruvian university. Journal of Technology and Science Education, 13(2), 565–582. Scopus. https://doi.org/10.3926/JOTSE.1758
Flick, U. (2014). Introducción a la investigación cualitativa (5.ª ed.). Morata.
Garay-Argandona, R., Rodriguez-Vargas, M. C., Hernandez, R. M., Carranza-Esteban, R., and Turpo, J. E. (2021). Research competences in university students in virtual learning environments. Cypriot Journal of Educational Sciences, 16(4), 1721–1736. Scopus. https://doi.org/10.18844/cjes.v16i4.6031
Garro-Aburto, L. L., Romero-Vela, S. L., Majo-Marrufo, H. R., Alcas-Zapata, N., and Guerra-Reyes, F. E. (2022). Research competencies from the socio-formative approach in postgraduates from Peru and Ecuador. Human Review. International Humanities Review / Revista Internacional de Humanidades, 11. Scopus. https://doi.org/10.37467/revhuman.v11.4087
Génio, J., Trifan, A., and Neves, A. J. R. (2023). Knowledge Maps as Support Tool for Managing Scientific Competences: A Case Study at a Portuguese Research Institute. Publications, 11(1). Scopus. https://doi.org/10.3390/publications11010019
Gibbs, GR (2012). El análisis de datos cualitativos en investigación cualitativa. Morata.
Gros, B., Viader, M., Cornet, A., Martínez, M., Palés, J., and Sancho, M. (2020). The research-teaching nexus and its influence on student learning. International Journal of Higher Education, 9(3), 109–119. https://doi.org/10.5430/ijhe.v9n3p109
Gros-Navés, S., Contreras-Higuera, W., Canet-Vélez, O., Torralbas-Ortega, J., Taló, M., & Roca, J. (2022). The effect of writing a bachelor thesis on attitudes towards nursing research and development: A cross-sectional comparative study between students and professionals. Nurse Education Today, 118. Scopus. https://doi.org/10.1016/j.nedt.2022.105532
Guillén-Gámez, F. D., Gómez-García, M., and Ruiz-Palmero, J. (2024). Digital competence in research work: Predictors that have an impact on it according to the type of university and gender of the Higher Education teacher. Pixel-Bit, Revista de Medios y Educacion, 69, 7–34. Scopus. https://doi.org/10.12795/pixelbit.99992
Guillén-Gámez, F. D., Ruiz-Palmero, J., and Gómez-García, M. (2023). Digital competences in research: Creativity and entrepreneurship as essential predictors for teacher training. Journal of Computers in Education. Scopus. https://doi.org/10.1007/s40692-023-00299-3
Gussen, L., Schumacher, F., Großmann, N., Ferreira González, L., Schlüter, K., and Großschedl, J. (2023). Supporting pre-service teachers in developing research competence. Frontiers in Education, 8. Scopus. https://doi.org/10.3389/feduc.2023.1197938
Hegde, S., and Karunasagar, I. (2021). Building Research Competence in Undergraduate Students. Resonance, 26(3), 415–427. Scopus. https://doi.org/10.1007/s12045-021-1139-7
Indah, R. N., Budhiningrum, A. S., and Afifi, N. (2022). The Research Competence, Critical Thinking Skills and Digital Literacy of Indonesian EFL Students. Journal of Language Teaching and Research, 13(2), 315–324. Scopus. https://doi.org/10.17507/jltr.1302.11
Katayev, Y., Saduakas, G., Nurzhanova, S., Umirbekova, A., Ospankulov, Y., and Zokirova, S. (2023). Analysis of Teachers’ Research Competencies, Scientific Process Skills and the Level of Using Information and Communication Technologies. International Journal of Education in Mathematics, Science and Technology, 11(5), 1184–1203. Scopus. https://doi.org/10.46328/ijemst.3613
Khamzina, S. S., Utilova, A. M., Shakenova, T. Z., Suleimenova, G. A., Sarsembayeva, E. Y., and Bobizoda, G. M. (2020). Fashioning of students’ research competence through technology of project activities. Journal of Intellectual Disability - Diagnosis and Treatment, 8(3), 307–311. Scopus. https://doi.org/10.6000/2292-2598.2020.08.03.6
Kino-Saravia, J. I., Vidaurre-García, W. E., Silva-Ravines, J. M., and Lloclla Gonzales, H. (2023). Technological tools and research skills in university students. Revista Venezolana de Gerencia, 28(10), 1610–1630. Scopus. https://doi.org/10.52080/rvgluz.28.e10.45
Korotkina, I. B. (2021). The Story of Writing: From Classical Rhetoric to Rhetoric and Composition. Vysshee Obrazovanie v Rossii, 30(12), 75–86. Scopus. https://doi.org/10.31992/0869-3617-2021-30-12-75-86
Kristoffersen, M., Oftedal, B. F., and Friberg, F. (2021). From a professional practitioner to a practice-based researcher: A qualitative study of Norwegian PhD candidates in the fields of health, welfare and education. Studies in Continuing Education, 43(1), 16–32. Scopus. https://doi.org/10.1080/0158037X.2020.1732333
Lacabra, A. M., Fraile, M. N., and Vélez, A. P. (2022). Research Skills in Teachers’ Training Education: Perceptions and performance. Revista Electronica de Investigacion Educativa, 24. https://doi.org/10.24320/REDIE.2022.24.E28.4182
Malinnikova, T. V., Rabinovich, P. D., Matviyuk, E. S., Kulikova, I. Y., Nekrasova, O. A., and Apenko, S. N. (2020). Organization and methodology for inter-disciplinary training for functional literacy in the digital economy. Education and Self Development, 15(4), 111–126. Scopus. https://doi.org/10.26907/esd15.4.11
Mamytbayeva, Z., Kyakbayeva, U., Azimbayeva, D., Kerimbayeva, R., Sarybekova, Z., and Daurenbekov, K. (2022). Formation of research competence of future teacher educators based on the technology of project training. World Journal on Educational Technology: Current Issues, 14(3), 927–939. Scopus. https://doi.org/10.18844/wjet.v14i3.7319
Martín Gómez, P., García Rodríguez, M. L., & Mena Marcos, J. (2022). The Practicum in the Degree of Early Chilhood Education: Analysis of teaching journals. Revista Complutense de Educacion, 33(1), 131–140. https://doi.org/10.5209/RCED.73838
Marushkevy, A. A., Zvarych, I. M., Romanyshyna, O. Y., Malaniuk, N. M., and Grynevych, O. L. (2022). Development of Students’ Research Competence in the Study of the Humanities in Higher Educational Institutions. Journal of Curriculum and Teaching, 11(1), 15–24. Scopus. https://doi.org/10.5430/jct.v11n1p15
Mieg, H. A., Klieme, K. E., Barker, E., Bryan, J., Gibson, C., Haberstroh, S., Odebiyi, F., Rismondo, F. P., Römmer-Nossek, B., Thiem, J., and Unterpertinger, E. (2024). Short digital-competence test based on DigComp2.1: Does digital competence support research competence in undergraduate students? Education and Information Technologies, 29(1), 139–160. Scopus. https://doi.org/10.1007/s10639-023-12251-0
Miran, M., and Sumampouw, O. (2023). Superior College Applied Research Competence of SPI Members in the Context of Improving the Quality of Supervisory Performance at Manado State University. APTISI Transactions on Technopreneurship, 5(1), 73–86. Scopus. https://doi.org/10.34306/att.v5i1.293
Mudra, H., Mukminin, A., Razak, R. A., Harto, K., Marzulina, L., Mahfud, C., Kamil, D., Najwan, J., and Hidayat, M. (2021). The Interplay Between Academic Procrastination and Research Anxiety Toward Research Courses of Rural-College EFL Students. Journal of Higher Education Theory and Practice, 21(16), 100–114. https://doi.org/10.33423/jhetp.v21i16.4917
Oseda Gago, D., Torres-Chumbiauca, L. E., Mencia-Sánchez, N., and Rivera-Casavilca, R. (2024). Uso de la inteligencia artificial como recurso para potenciar las competencias investigativas y el pensamiento crítico en la educación superior. Encuentros. Revista de Ciencias Humanas, Teoría Social y Pensamiento Crítico, 3, 290–297. https://doi.org/10.5281/ZENODO.14283439
Özmutlu, E. B. (2022). Views of pre-service teachers on the research-based teacher education approach. Tuning Journal for Higher Education, 10(1), 113–153. Scopus. https://doi.org/10.18543/tjhe.2199
Palacios-Núñez, M. L., Toribio-López, A., & Deroncele-Acosta, A. (2021). Innovación educativa en el desarrollo de aprendizajes relevantes: una revisión sistemática de literatura. Universidad Y Sociedad, 13(5), 134-145. https://rus.ucf.edu.cu/index.php/rus/article/view/2219
Perdomo, B. (2023). PBL and Research Competencies in a Virtual Environment: Results and Students’ Perceptions. Multidisciplinary Journal of Educational Research, 13(3), 273–294. Scopus. https://doi.org/10.17583/remie.8755
Prosekov, A. Y., Morozova, I. S., and Filatova, E. V. (2020). A case study of developing research competency in university students. European Journal of Contemporary Education, 9(3), 592–602. Scopus. https://doi.org/10.13187/ejced.2020.3.592
Quesada-Pallarès, C., Marrs, S., and Martínez-Fernández, J. R. (2022). Editorial: Teaching and learning research methods: Fostering research competence among students. Frontiers in Education, 7. Scopus. https://doi.org/10.3389/feduc.2022.1075978
Ramírez-Armenta, M. O., García-López, R. I., and Edel-Navarro, R. (2021). Validation of a scale to measure digital competence in graduate students. Formacion Universitaria, 14(3), 115–126. Scopus. https://doi.org/10.4067/S0718-50062021000300115
Rodríguez Fuentes, A., Caurcel Cara, M. J., Gallardo Montes, C. P., and García Guzmán, A. (2023). Recognition and attitude towards educational research at the University. Revista Interuniversitaria de Formacion del Profesorado, 98(37.1), 139–158. Scopus. https://doi.org/10.47553/rifop.v98i37.1.97824
Rodríguez-Vargas, M. C., Alcázar-Aguilar, O. O., Gil-Cueva, S. L., Garay-Argandoña, R., and Hernandez, R. M. (2020). Researchers’ seedbeds for the development of research skills in universities. International Journal of Criminology and Sociology, 9, 961–967. Scopus. https://doi.org/10.6000/1929-4409.2020.09.101
Rojas Vistorte, A. O., Deroncele-Acosta, A., Martín Ayala, J. L., Barrasa, A., López-Granero, C., & Martí-González, M. (2024). Integrating Artificial Intelligence to Assess Emotions in Learning Environments: A Systematic Literature Review. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1387089
Ryan, A. W., Kolås, L., Nilsen, A. G., and Almås, A. G. (2023). Systematic literature review as a digital collaborative research-like learning activity: A case study. Education and Information Technologies. Scopus. https://doi.org/10.1007/s10639-023-11997-x
Salmento, H., Murtonen, M., and Kiley, M. (2021). Understanding Teacher Education Students’ Research Competence Through Their Conceptions of Theory. Frontiers in Education, 6. Scopus. https://doi.org/10.3389/feduc.2021.763803
Salybekova, N., Issayev, G., Abdrassulova, Z., Bostanova, A., Dairabaev, R., and Erdenov, M. (2021). Pupils’ research skills development through project-based learning in biology. Cypriot Journal of Educational Sciences, 16(3), 1106–1121. Scopus. https://doi.org/10.18844/CJES.V16I3.5829
Sánchez Trujillo, M. L. Á., and Rodríguez Flores, E. A. (2023). STRATEGIES TO IMPROVE RESEARCH SKILLS IN A VIRTUAL LEARNING CONTEXT. Human Review. International Humanities Review / Revista Internacional de Humanidades, 18(1). Scopus. https://doi.org/10.37467/revhuman.v18.4860
Sandholdt, C. T., Srivarathan, A., Kristiansen, M., Malling, G. M. H., Olesen, K. V. M., Jeppesen, M., and Lund, R. (2022). Undertaking graphic facilitation to enable participation in health promotion interventions in disadvantaged neighbourhoods in Denmark. Health Promotion International, 37, II48–II59. Scopus. https://doi.org/10.1093/heapro/daac034
Slišāne, A., Lāma, G., and Bernande, M. (2021). Knowledge Valorisation in Doctoral Studies in Latvia: Entrepreneurship and the Development of Research Competencies in the Study Process. Acta Paedagogica Vilnensia, 47, 193–210. Scopus. https://doi.org/10.15388/ActPaed.2021.47.13
Smestad, B., and Gillespie, A. (2020). Dimensions of teachers’ transdisciplinary competence based on a systematic review of three transdisciplinary areas. Nordic Journal of Comparative and International Education, 4(3–4), 117–138. Scopus. https://doi.org/10.7577/njcie.3757
Smith, K. (2020). Expansive Learning for Teacher Educators- The Story of the Norwegian National Research School in Teacher Education (NAFOL). Frontiers in Education, 5. Scopus. https://doi.org/10.3389/feduc.2020.00043
Stan, M. M., Dumitru, C., Dicu, M. M., Tudor, S. L., Langa, C., and Lazar, A. N. (2023). Modelling Research Competence in Social and Engineering Sciences at Master’s Level Programs: A Scoping Review. Sustainability (Switzerland), 15(1). Scopus. https://doi.org/10.3390/su15010574
Štemberger, T. (2020). Educational research within the curricula of initial teacher education: The case of Slovenia. Center for Educational Policy Studies Journal, 10(3), 31–51. Scopus. https://doi.org/10.26529/cepsj.871
Strauss, A. y Corbin, J. (2002). Bases de la investigación cualitativa: Técnicas y procedimientos para desarrollar la teoría fundamentada. Universidad de Antioqui
Syahrial, S., Kurniawan, D. A., Asrial, A., Sabil, H., Maryani, S., and Rini, E. F. S. (2022). Professional teachers: Study of ICT capabilities and research competencies in urban and rural? Cypriot Journal of Educational Sciences, 17(7), 2247–2261. Scopus. https://doi.org/10.18844/cjes.v17i7.7590
Tapullima-Mori, C., Montalvo Apolin, D. E., and Bobadilla Bautista, S. D. (2024). Estrategias didácticas en la asesoría de tesis para desarrollar competencias investigativas: Perspectivas de docentes y estudiantes. Revista Digital de Investigación en Docencia Universitaria, 18(2), e1884. https://doi.org/10.19083/ridu.2024.1884
Teslenko, V. A., and Melnikov, R. M. (2020). Prospects for collaborative industrial doctoral education in Russia. Vysshee Obrazovanie v Rossii, 29(5), 157–167. Scopus. https://doi.org/10.31992/0869-3617-2020-29-5-157-167
Thiem, J., Preetz, R., and Haberstroh, S. (2023). How research-based learning affects students’ self-rated research competences: Evidence from a longitudinal study across disciplines. Studies in Higher Education, 48(7), 1039–1051. Scopus. https://doi.org/10.1080/03075079.2023.2181326
Tsankov, N. (2022). Problem-situation training of future teachers for heuristic information transformations in thinking. World Journal on Educational Technology: Current Issues, 14(5), 1527–1535. Scopus. https://doi.org/10.18844/wjet.v14i5.6892
Valero, L. B., and Berger, E. (2021). First response. Artnodes, 2021(27), 1–9. Scopus. https://doi.org/10.7238/a.v0i27.378460
Vitchenko, A., Vitchenko, A., Zamotaieva, N., Khrystiuk, S., and Nikolayenko, V. (2022). Designing Integral Learning Outcomes in Higher Education Within the Frameworks of the Competency-Based Approach. Journal of Higher Education Theory and Practice, 22(6), 1–13. Scopus. https://doi.org/10.33423/jhetp.v22i6.5223
Weiss, M. N. (2021). Reflective practice research in teacher education. Haser, 12, 239–266. Scopus. https://doi.org/10.12795/HASER/2021.I12.07
Wibawa, B. (2020). Development of teacher research competency training system in Indonesia: A need analysis. Universal Journal of Educational Research, 8(5), 2064–2070. Scopus. https://doi.org/10.13189/ujer.2020.080544
Yangali Vicente, J. S., Vasquez Tomás, M. R., Huaita Acha, D. M., and Luza Castillo, F. F. (2020). Research culture and investigative skills of university teachers in Southern Lima. Revista Venezolana de Gerencia, 25(91), 1159–1179. Scopus. https://doi.org/10.37960/rvg.v25i91.33197
Yee Gan, S., Bhattamisra, S. K., Zulkefeli, M., and Ho, K. L. (2023). Pharmacy students’ and supervisors’ perceptions of the effectiveness of assessment rubrics for undergraduate research performance review. Pharmacy Education, 23(1), 193–204. Scopus. https://doi.org/10.46542/PE.2023.231.193204
Yue, J.-J., and Chen, G. (2020). Competence of pharmacy mentors: A survey of the perceptions of pharmacy postgraduates and their mentors. BMC Medical Education, 20(1). Scopus. https://doi.org/10.1186/s12909-020-02188-0
Zarraga-Barreno, J. E., and Cerpa-Reyes, C. (2023). University students’ perceptions about training on research competences. Formacion Universitaria, 16(5), 73–82. Scopus. https://doi.org/10.4067/S0718-50062023000500073
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2025 Omar Bellido Valdiviezo, Rosa Victoria Jiménez Chumacero
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Esta revista proporciona un acceso abierto inmediato a su contenido, basado en el principio de que ofrecer al público un acceso libre a las investigaciones ayuda a un mayor intercambio global de conocimiento. Cada autor es responsable del contenido de cada uno de sus artículos. Los artículos pueden ser inéditos o estar disponibles previamente en servidores de preprints reconocidos por la revista. Sin embargo, no se permite la duplicación de la publicación o traducción de un artículo ya publicado en otra revista o como capítulo de un libro.
This journal provides immediate open access to its content, based on the principle that providing the public with free access to research supports a greater global exchange of knowledge. Each author is responsible for the content of each of their articles. Articles may be previously unpublished or available on preprint servers recognized by the journal. However, duplication of publication or translation of an article already published in another journal or as a book chapter is not permitted.
Esta revista oferece acesso aberto imediato ao seu conteúdo, com base no princípio de que oferecer ao público acesso gratuito à pesquisa contribui para um maior intercâmbio global de conhecimento. Cada autor é responsável pelo conteúdo de cada um de seus artigos. Os artigos poderão ser inéditos ou estar previamente disponíveis em servidores de preprints reconhecidos pela revista. No entanto, não é permitida a duplicação de publicação ou tradução de artigo já publicado em outro periódico ou como capítulo de livro.
Universidad de Oriente 