Abstract:

Research training starts from the design and development of teaching and learning strategies, as well as practical activities by which teachers and students deploy skills and capacities to investigate their social environment, which implies learning to investigate by doing research (Marín 2016). This process depends on the area of knowledge in which it is developed; and likewise, of the life experience of the participating subjects. In the Colombian educational field, training in pedagogical research is associated with higher education programs in the area of education sciences and / or pedagogy. This aspect presumes that such academic programs have a curricular structure that defines this formative aspect at the grade level (Ministry of National Education (MEN), Resolution N ° 18583 of 2017, article 2, numeral 2) and postgraduate. Now, under this normativity the need to investigate these structures is necessary to give reason for their epistemological and methodological conceptions; and likewise, of the prospective they have in terms of research training and pedagogical research for their students.

In this regard, the research seeks to analyze the impact of training processes in pedagogical research in students of last semester of Bachelor of Early Childhood Education in Bogotá DC, taking as reference the work done on this topic by 14 higher education institutions. With this, it is possible to glimpse the preoccupation to understand the characteristics that define the pedagogical practice of the teachers, the curricular structure of the academic programs, the pedagogical scope, the diverse didactic and evaluative strategies of the process, and the learning environments designed for it , with the interest of continuing to position the school as a scenario for research and social transformation (McLaren, 1984).

For this purpose, the research assumes a qualitative design (Mardones, 2005), viewed from a hermeneutical perspective (Marín, 2016). In this virtue, ethnography is developed as a type of research (Marín, 2016) and research techniques are used: documentary analysis, participant observation, virtual survey and virtual interviews (Urbina, 2011). Finally, the instruments for the collection will be used: analytical summaries of documents (RAD), field diaries, virtual questionnaires and scripts for interviews.

Based on the results of the project, valuable contributions will be made to the university education sector at:
• Recognize an absence in the reflection and analysis of the pedagogical exercise around the training of teachers in the research field and its pedagogical practice. In this way, it contributes to the development of this object of study having as reference the pedagogical and academic contexts of such academic programs offered in the local context.
• Identify weaknesses of curricular order in the research line, with lack of coherence between the contents and the practice, which generates difficulties in the appropriation of the competences required to investigate.
• Establish curricular and pedagogical transformations within the Bachelor's program in Early Childhood Education (Distance) of the Regional Vice-Rectory Bogota Sur, Minuto de Dios University Corporation - UNIMINUTO.

Keywords:

Research training, pedagogical research, virtual mediation, pedagogical practice, learning environments.