Research as a means of empowering teachers in the 21st century


  • Yamith J. Fandiño Autor/a Universidad de La Salle

Palabras clave:

Education action research, education research, teaching practice, professional training, innovation in education (Source, UNESCO Thesaurus).


DOI: 10.5294/edu.2010.13.1.7

The article proposes action research as a legitimate way to develop and empower teachers to be active knowers and critical agents who are capable of undertaking innovative action to transform their practices and circumstances as educators. It begins by considering the development and empowerment of teachers as intentional processes that allow teachers not only to question and resist means of regulation and control, but also to take command of their own lives in a way that enables them to develop their professional skills. It goes on to show how teachers can construct a personal and contextual theory of education or pedagogical know-how by systematically researching their teaching practices and classroom situations. Finally, it looks at what action research is, explains the different types and stages of action research, shows how it has been used in Colombia and proposes possible research problems and the types of empowerment that can result from them. The article ends by stating that teachers should resort to action research not only to gain and wield power, but also to make way for self-development and professional growth. DOI: 10.5294/edu.2010.13.1.7


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Biografía del autor/a

Yamith J. Fandiño, Universidad de La Salle

Magíster en docencia.
Docente, Facultad de Ciencias y Educación,
Universidad Distrital Francisco José de Caldas, Bogotá, D. C., Colombia.
Docente, Facultad de Educación, Universidad de La Salle, Bogotá, D. C., Colombia.




Cómo citar

Fandiño, Y. J. (2010). Research as a means of empowering teachers in the 21st century. Educación Y Educadores, 13(1). Recuperado a partir de



Teoría de la educación

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