Recognition and attitude towards educational research at the University
DOI:
https://doi.org/10.47553/rifop.v98i37.1.97824Abstract
A significant portion of research takes place at the University. It contributes not only to science and progress, but also to institutional recognition and impact, accreditation and professional promotion. It also happens with teaching, by considering it as a reference; therefore, also to students, as learners and future researchers. This perspective of recognition and attitude is studied with 952 university students from different educational degrees, centers, and campuses of the University of Granada, from a quantitative approach after the application of a previously designed and standardized scale. Thought descriptive, percentage, central tendency and dispersion analyses, it is obtained that educational research in the university panorama does not have a proper reputation among students of educational sciences. By means of inferential analysis, differences are found between public and private centers, by gender, age, degree and course. Based on the details of the above, it is possible to draw a profile of the teaching student in relation to their assessment of the research developed in their centers and their attitude towards educational research. Since it does not correspond to the desired profile to become a teacher-researcher in their professional future, to undertake action-research processes to improve their practice, or to become a scientist-researcher, the training and stimulation of this research competence in future teachers is advisable. This will not only improve their professional practice, but also their institutional and, by extension, social practice.
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