Investigación formativa virtual como estrategia pedagógica en la formación de investigadores en Perú

Abstract

Virtual formative research is conceived and applied as a pedagogical strategy in the training of researchers in university higher education. The objective is to systematize the experiences of training researchers in undergraduate and graduate studies in the southern macro-region of Peru to contribute at academic-scientific production and the levels of university degrees at the national and international level. The methodological approach of the research is qualitative based on the systematization of experiences and the study of cases. Three cases in national/public universities were analyzed, applying the virtual group interview and checklist techniques; the emerging data has been processed and analyzed using the Atlas. ti v.22 software. The results were translated into five subcategories of emerging analysis, which constitute pedagogical practices in the training of researchers: Accompaniment in the achievement of results; demand, discipline, collaboration and compliance; personalized individual and group advice; coverage of digital gaps in virtual education; and theory-practice complementarity. It is concluded that virtual formative research as a pedagogical strategy allows the training of new researchers, recognizing the sense and meaning of the learning-teaching processes based on the principles and formative values of collaboration, personalization and humanization.