Evaluación del impacto de un programa de fortalecimiento de capacidades basado en la extensión en el crecimiento profesional docente y perspectivas de investigación-acción
DOI:
https://doi.org/10.48017/dj.v10i3.3454Palabras clave:
Investigación-acción, Programa de Mejora de Capacidades, Proyecto de Extensión, Método Mixto Concurrente, Teoría del CambioResumen
Este estudio evaluó el impacto de un proyecto de extensión para el desarrollo de capacidades, iniciado por un instituto de formación docente en la región de Bicol, Filipinas, para una escuela primaria de la misma región. Se examinó la eficacia del programa para mejorar las competencias docentes en la realización de investigación-acción. Participaron catorce encuestados. Utilizando un enfoque de métodos mixtos concurrentes, se recopilaron datos mediante encuestas, entrevistas, análisis documental y debates en grupos focales. Los datos cuantitativos se analizaron mediante medias ponderadas y distribuciones de frecuencia, mientras que los datos cualitativos se interpretaron mediante análisis temático. La Teoría del Cambio sirvió como marco rector para evaluar los resultados de la iniciativa de extensión. Los hallazgos indicaron que, si bien los participantes, en general, tenían una percepción positiva del programa, este no alcanzó plenamente sus objetivos previstos. Muchos docentes se mostraron reticentes o incapaces de participar en la investigación-acción, y varios no propusieron, realizaron, implementaron ni publicaron trabajos de investigación. Un desafío clave identificado fue la falta de tiempo, que les impidió completar las actividades relacionadas con la investigación. Estos hallazgos resaltan la necesidad de que el instituto de formación docente fortalezca sus servicios de extensión incrementando las horas de contacto y brindando apoyo sostenido hasta la etapa de publicación, fomentando así un compromiso de investigación consistente y mejorando los resultados generales.
Métricas
Citas
Abelardo, L. J., Lomboy, M. A. A., Lopez, C. C., Balaria, F. E., & Subia, G. S. (2019). Challenges encountered by the national high school teachers in doing action research. International Journal of English Literature and Social Sciences (IJELS), 4(4). https://doi.org/10.22161/ijels.4418journal-repository.com+1IJELS+1
Abrenica, J. T., & Cascolan, H. M. S. (2022). Impact of action research in education: Experiences and challenges faced by teachers. International Journal of Scientific and Management Research, 5(2). http://doi.org/10.37502/IJSMR.2022.5201IJSMR
Anderson, A. A. (2005). The community builder's approach to Theory of Change: A practical guide to theory development. The Aspen Institute.
Beijaard, D., & Meijer, P. C. (2017). Developing the Personal and Professional in Making a Teacher Identity. In J. D. Clandinin & J. Husu (Eds.), The SAGE Handbook of Research on Teacher Education (Vol. 1, pp. 177-192). SAGE Publications.
Berenguel, D., & Villamor, E. (2023). Assessing the teachers’ experiences in action research based on SWOT analysis. West African Journal of Educational Sciences and Practice, 2(1). https://doi.org/10.57040/wajesp.v2i1.381journals.jozacpublishers.com
Bullo, M. M., Labastida, R. T., & Manlapas, C. C. (2021). Challenges and difficulties encountered by teachers in the conduct of educational research: Basis for teachers’ enhancement program. International Journal of Research Studies in Education, 10(13), 67-75. https://doi.org/10.5861/ijrse.2021.a044Consortia Academia
Caabas, D. G. T., Diaz, F. D., Luna, A. L. D., Borris, J. J., Borris, J. J., Dadule, J. A. G. F., Saac, D. K. M., Pentang, J. T., Dangkulos, T. G., & Bitangcol, R. I. S. (2024). Self-efficacy, productivity, and challenges in conducting action research among public school teachers. Education Digest, 19(1), 16-24.
Connell, J. P., & Kubisch, A. C. (1998). Applying a theory of change approach to the evaluation of comprehensive community initiatives: Progress, prospects, and problems. Aspen Institute.
De Borja, J. M. A. (2018). Teacher action research: Its difficulties and implications. Humanities & Social Science Reviews, 6(1), 29–35. https://doi.org/10.18510/hssr.2018.616
Delaney, J., & Devereux, P. J. (2022). Rank Effects in Education: What Do We Know So Far? CEPR Discussion Paper No. DP17090. Retrieved from https://ssrn.com/abstract=4069898
Department of Education Order No. 16, S. 2017. Research Management Guidelines.
Enerio, A. T. (2020). Master teachers' challenges in doing action research: A case study. Universal Journal of Educational Research, 8(7), 2990-2995. https://doi.org/10.13189/ujer.2020.080727ResearchGate+1ResearchGate+1
Funnell, S. C., & Rogers, P. J. (2011). Purposeful program theory: Effective use of theories of change and logic models. John Wiley & Sons.
Giel, L., & Nolen, P. (2016). Refining theories of change: A practical guide for program evaluators. Evaluation Journal, 22(3), 45-60.
Gutierez, S. B. (2016). Teachers’ reflective practice in lesson study: A tool for improving instructional practice. Asia-Pacific Journal of Teacher Education, 44(1), 79-93.
Hine, G. S. C. (2013). The importance of action research in teacher education programs. Issues in Educational Research, 23(2), 151-163.
Hong, C. E., & Lawrence, S. A. (2011). Action Research in Teacher Education: Classroom Inquiry, Reflection, and Data-Driven Decision Making. Journal of Inquiry and Action in Education, 4(2).
James, C. (2011). Theory of change: A guide for planning and evaluation. The Evaluation Exchange, 16(1), 12-14.
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner: Doing Critical Participatory Action Research. Springer.
Mayne, J. (2015). Useful theory of change models. Canadian Journal of Program Evaluation, 30(2), 155-173.
McNiff, J. (2017). Action Research: All You Need to Know. Sage Publications.
Mertler, C. A. (2021). Action Research as Teacher Inquiry: A Viable Strategy for Resolving Problems of Practice. Practical Assessment, Research, and Evaluation, 26(19).
Mockler, N., & Sachs, J. (2011). Rethinking Educational Practice Through Reflexive Inquiry: Essays in Honour of Susan Groundwater-Smith. Springer.
Morales, M. P. E. (2016). Participatory Action Research (PAR) in Teacher Professional Development: Fostering Reflective Practice and Enhancing Teacher Quality. International Journal of Research in Education and Science, 2(1), 156-165.
Nicolas, M. U., Jr., Ignacio, S. S., & Bautista, R. G. (2023). Action research attitude of teacher-researchers in a schools-district in Quirino Province, Philippines. International Journal of Social Sciences & Humanities (IJSSH), 8(2), 106–117. https://doi.org/10.58885/ijssh.v08i2.106.mnIJSSH
Saboya, R. D. (2024). Teachers’ anxiety and challenges in writing action research in basic education: Input for an enhancement training program. Azal Arts and Humanities, 1(2), 1–22. https://doi.org/10.55687/aah.v1i2.86azalpub.com
Stenhouse, L. (1975). An Introduction to Curriculum Research and Development. Heinemann.
Stein, D., & Valters, C. (2012). Understanding theory of change in international development. Justice and Security Research Programme, London School of Economics.
Stringer, E. T. (2014). Action Research. Sage Publications.
Taylor, E. W. (1998). The Theory and Practice of Transformative Learning: A Critical Review. ERIC Clearinghouse on Adult, Career, and Vocational Education.
Taghap, D. O., & Boyonas, M. N. M. S. (2023). Teachers’ and school heads’ engagement in action research: Needs and administrative support. Asia Pacific Journal of Advanced Education and Technology. https://doi.org/10.54476/apjaet/08488Apjaet
Timperley, H. (2008). Teacher Professional Learning and Development. Educational Practices Series, International Bureau of Education
Tindowen, D. J., Guzman, J., & Macanang, D. (2019). Teachers' Conception and Difficulties in Doing Action Research. Universal Journal of Educational Research, 7(8), 1787-1794.
Tingabngab, M. F. V., & Binayao, B. S. (2023). Challenges faced by the public elementary school teachers in conducting action research. Teacher Education and Curriculum Studies, 8(1), 14-22. https://doi.org/10.11648/j.tecs.20230801.13Science Publishing Group
Valdez, P. N., & Lapinid, M. R. (2015). Constraints of math teachers in conducting action research in the Philippines: Rights analysis. Malaysian Journal of Learning and Instruction, 12, 1–19. https://doi.org/10.32890/mjli2015.12.1UUM E-Journal
Vogel, I. (2012). Review of the use of ‘Theory of Change’ in international development. UK Department for International Development (DFID).
Weiss, C. H. (1995). Nothing as practical as good theory: Exploring theory-based evaluation for comprehensive community initiatives for children and families. In J. Connell et al. (Eds.), New approaches to evaluating community initiatives: Concepts, methods, and contexts (pp. 65-92). Aspen Institute.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2025 Anthony Alimonsurin
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
O periodico Diversitas Journal expressa que os artigos são de unica responsabilidade dos Autores, conhecedores da legislação Brasileira e internacional. Os artigos são revisados pelos pares e devem ter o cuidado de avisar da possível incidencia de plagiarismo. Contudo o plagio é uma ação incontestavel dos autores. A Diversitas Journal não publicará artigos com indicios de Plagiarismos. Artigos com plagios serão tratados em conformidade com os procedimentos de plagiarismo COPE.
A violação dos direitos autorais constitui crime, previsto no artigo 184, do Código Penal Brasileiro:
“Art. 184 Violar direitos de autor e os que lhe são conexos: Pena – detenção, de 3 (três) meses a 1 (um) ano, ou multa. § 1o Se a violação consistir em reprodução total ou parcial, com intuito de lucro direto ou indireto, por qualquer meio ou processo, de obra intelectual, interpretação, execução ou fonograma, sem autorização expressa do autor, do artista intérprete ou executante, do produtor, conforme o caso, ou de quem os represente: Pena – reclusão, de 2 (dois) a 4 (quatro) anos, e multa.”
