Resumen

Objective: Determine what the relationship between participation in classroom of students attending courses at the Centers for Educational Research and Teacher Education (CIEFD’s) and the development of proficiency in critical reading of theoretical texts in education. Material and methods: Intervention study, multicenter students (medical specialist) Diploma in teaching methodology (DMDN) 1 and 2 (n = 46 n = 29), of the six CIEFD’s (DF Siglo XXI, Mexico City La Raza, Nuevo León, Sonora, Puebla and Jalisco), period: March to August 2007 and a Masters in education (n = 9, generation 2007-2008). Two instruments were constructed that evaluated the participation variables and critical reading of theoretical texts in education, conceptual validity, content and reliability was assessed by experts in educational research. The educational intervention was developed in the form of seminars (three times per week in the DMDN 1 and twice a week at the Masters DMDN 2). Participation will be assessed half way through the courses and at the end, the critical reading at the beginning and end. Results: Statistically significant associations were observed in the DMDN 1 (four centers) and the Masters, but not in the DMDN 2. Discussion. In this research we recreated some of the theoretical proposals of participatory education, based on the analysis of our results. Conclusion: In some centers and in the masters, strengthening participation in this educational intervention is related to the development of critical reading of theoretical texts in education.

Palabras clave: Participatory education educational research critical reading.

2011-05-09   |   732 visitas   |   Evalua este artículo 1 valoraciones

Vol. 62 Núm.5. Septiembre-Octubre 2010 Pags. 447-460 Rev Invest Clin 2010; 62(5-ENGLISH)