Developing research competency through service-learning projects. Co-design and validation of a training instrument for future education professionals

Abstract

INTRODUCTION. Any competency-based training approach at university level guarantees continuous interaction between practice and theory. For this it is essential to establish authentic experiences in real contexts and reflection, debate and open contrast between personal and professional knowledge. In the field of teacher training and other education professionals, the competency-based approach involves finding global approaches that guide the intervention in changing and different contexts and find the appropriate ways and methods to improve diagnostic criteria, intervention, promotion and prevention from scientific positions or to transform the educational reality by developing changes and valuable innovations. In this context, a key role is played by research competency, which students develop throughout their training in a contextualized manner in various educational scenarios. This competency development is closely linked to service-learning, given that university learning is based on inquiry and research focused on people and the context. METHOD. The co-design and validation process of an instrument for training and evaluating research competency in the training of future education professionals is presented. RESULTS. The instrument highlights sub-competencies, indicators and execution levels of research competency and offer guidelines for their use. DISCUSSION. From a perspective that highlights questioning and inquiry as the basis for university learning and subscribing to a University-Environment relationship model based on social responsibility, the development of research competency represents a central axis of university training in all its areas and disciplines. Incorporating service-learning projects and other activities of an experiential nature can unquestionably strengthen its development.