<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1794-4449</journal-id>
<journal-title><![CDATA[Revista Lasallista de Investigación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Lasallista Investig.]]></abbrev-journal-title>
<issn>1794-4449</issn>
<publisher>
<publisher-name><![CDATA[Corporación Universitaria Lasallista]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1794-44492024000200186</article-id>
<article-id pub-id-type="doi">10.22507/rli.v21n2a3498</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[EL desarrollo de la competencia investigadora: percepción de docentes de educación primaria de Colombia y Ecuador]]></article-title>
<article-title xml:lang="en"><![CDATA[The development of research competence: perception of primary education teachers in Colombia and Ecuador]]></article-title>
<article-title xml:lang="pt"><![CDATA[O desenvolvimento da competência de pesquisa: perceção de professores do ensino primário na Colômbia e no Equador]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández-Escorcia]]></surname>
<given-names><![CDATA[Rubén Darío]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rebollar]]></surname>
<given-names><![CDATA[Edith Mariana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quesada-Pallarés]]></surname>
<given-names><![CDATA[Carla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Unilasallista  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Superior de Ciencias de la Educación del Estado de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Barcelona  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>21</volume>
<numero>2</numero>
<fpage>186</fpage>
<lpage>205</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1794-44492024000200186&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1794-44492024000200186&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1794-44492024000200186&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción: La formación inicial del profesorado, y de modo especial las necesidades formativas de los docentes en ejercicio, es uno de los grandes retos para los sistemas educativos en América Latina y el Caribe. Al respecto, existen diversos estudios que abordan este tema y que se enfocan en la formación y desarrollo de competencias del profesorado universitario sin tener en cuenta la mayoría de las veces al colectivo docente que ejerce en educación primaria donde el desarrollo de la competencia investigadora es hoy una necesidad formativa.  Objetivo: Conocer las autopercepciones del profesorado de educación primaria de Colombia y Ecuador con relación al desarrollo de la competencia investigadora.  Materiales y métodos: El estudio fue desarrollado mediante metodología mixta, con un diseño secuencial exploratorio derivativo. Los datos cuantitativos se obtuvieron a través de la aplicación de la rúbrica de competencia investigadora en maestros de educación primaria (n = 509), definida por sus siglas en español como CIMEP. Los datos cualitativos se consiguieron a través de grupos de discusión (n = 15).  Resultados: Los resultados muestran que los docentes se han acercado a las categorías propias de la competencia investigadora, si bien el análisis de datos, escritura de textos científicos y participación en eventos académicos son categorías que se deben fortalecer en el colectivo docente de básica primaria en ambos países.  Conclusiones: A partir de las autopercepciones de los docentes de educación primaria se concluye que se necesita formación continua y tiempo que ayude al desarrollo de la competencia investigadora en docente de ambos países.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction. Initial teacher training, and especially the training needs of practicing teachers, is one of the great challenges at the level of educational systems in Latin America and the Caribbean. In this regard, there are various studies that address this issue, focusing on the training and development of competencies of university teachers without considering, most of the time, the teaching group that teaches in primary education, with the development of research competency through training, still being a necessity.  Objective: To know the self-perceptions of primary education teachers in Colombia and Ecuador in relation to the development of research competence.  Materials and Methods: The study was developed using mixed methodology, with a sequential exploratory-derivative design. Quantitative data was obtained through the application of the research competence rubric in primary education teachers (n=509), defined by its Spanish acronym as CIMEP. Qualitative data was obtained through discussion groups (n=15).  Results: Results show that teachers approached the categories of research competence; nonetheless, data analysis, writing scientific texts and participation in academic events are categories that must be strengthened in the primary school teaching community in both countries.  Conclusions: Based on the self-perceptions of primary education teachers, it is concluded that there is a need for continuous training and time that helps to develop research competence in teachers in both countries.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução: A formação inicial de professores, e especialmente as necessidades de formação dos professores em exercício, é um dos grandes desafios ao nível dos sistemas educativos da América Latina e do Caribe. Neste sentido, são vários os estudos que abordam esta temática, centrando-se na formação e desenvolvimento de competências dos professores universitários sem ter em conta, na maioria das vezes, o grupo docente que leciona no ensino primário, estando ainda o desenvolvimento de competências de investigação. sendo uma necessidade de treinamento atual.  Objetivo: Conhecer as autopercepções dos professores do ensino primário na Colômbia e no Equador em relação ao desenvolvimento da competência em pesquisa.  Materiais e métodos: O estudo foi desenvolvido utilizando metodologia mista, com delineamento exploratório-derivativo sequencial. Os dados quantitativos foram obtidos através da aplicação da rubrica Competência em Pesquisa em professores do ensino primário (n=509), definida pela sigla em espanhol como CIMEP. Os dados qualitativos foram obtidos por meio de grupos de discussão (n=15).  Resultados: Os resultados mostram que os professores têm se aproximado das categorias de competência em pesquisa, embora a análise de dados, a redação de textos científicos e a participação em eventos acadêmicos sejam categorias que devem ser fortalecidas no grupo docente do ensino fundamental em ambos os países.  Conclusões: Com base nas autopercepções dos professores do ensino primário, conclui-se que é necessária formação contínua e tempo para ajudar no desenvolvimento da competência de investigação nos professores de ambos os países.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[profesor de primaria]]></kwd>
<kwd lng="es"><![CDATA[competencia del docente]]></kwd>
<kwd lng="es"><![CDATA[investigación educativa]]></kwd>
<kwd lng="es"><![CDATA[competencia investigativa]]></kwd>
<kwd lng="en"><![CDATA[primary school teacher]]></kwd>
<kwd lng="en"><![CDATA[teacher competence]]></kwd>
<kwd lng="en"><![CDATA[educational research]]></kwd>
<kwd lng="en"><![CDATA[research competence]]></kwd>
<kwd lng="pt"><![CDATA[professor do ensino primário]]></kwd>
<kwd lng="pt"><![CDATA[competência do professor]]></kwd>
<kwd lng="pt"><![CDATA[investigação educacional]]></kwd>
<kwd lng="pt"><![CDATA[competência de investigação]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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