La Perspectiva Correlacional en el Estudio de la Relación Investigación-Docencia como Punto de Partida que Permite Conocer los Beneficios de la Práctica Docente de Profesores Destacados

Abstract

This article reports the results of a research on the way of how highly rated scholars link research and teaching as a pedagogical approach and the effects it brings about in the students ́ learning. The methodology took as the starting point the results of the students’ evaluations to identify this kind of professors and it was complemented by interpretive data collection and analysis techniques like classroom observation and focus groups. The findings include that the links between research and teaching focuses more on the transfer of research products than in the use of its processes as a way of teaching. Likewise, it was found that the distinguishing characteristics of this professors are directly related to the kind of learning outcomes of their students. Finally, it was found that some attributes of these professors, obtained through their scientific activity can act at the same as a benefit for students ́learning or as a barrier. *Contacto: vanessa_cardenas@ucol.mx ISSN: 1989-0397 https://revistas.uam.es/riee Recibido: 10 de septiembre 2020 1a Evaluación: 6 de noviembre 2020 2a Evaluación: 30 de noviembre 2020 Aceptado: 10 de diciembre 2020 CÓMO CITAR: Cárdenas, V. (2021). La perspectiva correlacional en el estudio de la relación investigación-docencia como punto de partida que permite conocer los beneficios de la práctica docente de profesores destacados. Revista Iberoamericana de Evaluación Educativa, 14(1), 135-149. https://doi.org/10.15366/riee2021.14.1.008 REVISTA IBEROAMERICANA DE EVALUACIÓN EDUCATIVA