Formative research in the accreditation of physical education programs
DOI:
https://doi.org/10.47197/retos.v49.99431Keywords:
Educación, Acreditación, Investigación, Docentes, Educación FísicaAbstract
Research is a fundamental need in the training of students, so the linking of credits in the curriculum and the contribution of teachers, are a crucial factor to project actions that promote research, innovation and artistic and cultural creation, for which It was sought to characterize the research training in undergraduate from parameters related to the research of accredited programs in areas related to Physical Education in Colombia. Methodology. Quantitative approach of descriptive and correlational type, visualized from the different university portals, the curricular mesh and credits destined to research training, in relation to teachers, the curriculum vitae published in the portal of Minciencias de Colombia, the H index was used as a tool. from Google academic and the 2020 international ranking for universities, the data was analyzed according to the type of variable with descriptive and dispersion statistics, with a p value <0.05 is considered statistically significant. Results. An average of 3.75 ± 1.84 credits of 98 courses devoted to undergraduate research training was found; Regarding the postgraduate training of teachers, it focuses on master's and doctoral degrees; evidencing a strong positive association (R=0.89) between teacher training with the categorization of researchers and the positioning of universities. Conclusion. The profile of the teachers and their training allow strengthening the investigative processes of the students as well as the dissemination of scientific production in Physical Education for academic quality processes.
Keywords: Education, Accreditation, Research, Physical education, teachers.
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