Competencias investigativas y perfil del investigador en el ámbito universitario

• Eva Ortiz-Cermeño ^[1] ; José David Cuesta-Sáez de Tejada ^[1]
  1. [1] Universidad de Murcia

     Universidad de Murcia

     Murcia, España

     
• Localización: Comunicar: Revista Científica de Comunicación y Educación, ISSN 1134-3478, ISSN-e 1988-3293, Nº 85, 2026 (Ejemplar dedicado a: Preparar a la Generación Z para las tecnologías emergentes (medios digitales) mediante la formación y la investigación), págs. 56-68
• Idioma: español
• Títulos paralelos:
  • Research Skills and Formative Profiles among Primary Education Degree Students
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    En el ámbito investigador es necesario propiciar el desarrollo de innovaciones pedagógicas que optimicen las cualidades cognitivas y las habilidades para evaluar evidencias, establecer relaciones causales y tomar decisiones responsables que promuevan el desarrollo educativo. El trabajo de fin de grado (TFG) es un espacio de aprendizaje cívico y social en torno a la práctica docente. El presente trabajo estudia las “competencias de investigación” para los futuros educadores en formación. Se realizó un diseño transversal instrumental a 107 estudiantes en el Grado de Educación Primaria en la Universidad de Murcia (España). El cuestionario estaba compuesto por 75 ítems, que se organizaron en 5 dimensiones (competencias en investigación; formación de la planificación y diseño; técnicas; análisis e interpretación; comunicación de resultados). El instrumento fue validado también a través del análisis factorial exploratorio; pruebas; análisis de fiabilidad. La estructura pentafactorial que se obtuvo explica el 59.94% de la varianza total, con alta adecuación muestral (KMO=0.847) y significancia de Bartlett (p<0.001). Todas las dimensiones mostraron alta fiabilidad (α≥0.82), identificándose la interpretación de datos como predictor principal. Se establecieron perfiles diferenciados de competencias investigativas. El instrumento permitirá implementar políticas de evaluación diagnóstica, diseñar currículos basados en perfiles empíricos, y establecer parámetros de calidad en investigación formativa. Fortalecerlas durante la formación inicial en el alumnado mejora la calidad educativa y fomenta perfiles de enseñanza reflexivos.

  • English

    In the field of research, it is essential to promote the development of pedagogical innovations that enhance cognitive abilities and skills for evaluating evidence, establishing causal relationships, and making informed decisions that foster educational development. The final degree project (TFG) offers a platform for civic and social learning within the context of teaching practice. This study examines “research skills” for future educators in training. A cross-sectional, instrumental design was employed with 107 students enrolled in the Primary Education Degree program at the University of Murcia (Spain). The questionnaire consisted of 75 items, which were organized into five dimensions (research skills; planning and design training; techniques; analysis and interpretation; communication of results). The instrument was also validated through exploratory factor analysis, testing, and reliability analysis. The five-factor structure obtained explains 59.94% of the total variance, with high sample adequacy (KMO=0.847) and Bartlett’s significance (p<0.001). All dimensions showed high reliability (α≥0.82), with data interpretation identified as the main predictor. Differentiated profiles of research skills were established. The instrument will enable the implementation of diagnostic assessment policies, the design of curricula based on empirical profiles, and the establishment of quality parameters in formative research. Strengthening these during initial training in students improves educational quality and promotes ref lective teaching profiles.

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