Formative research at the university: Meanings conferred by faculty at an Education Department

Osbaldo Washington Turpo Gebera, Pedro Estanislao Mango Quispe, Luis Cuadros Paz, Milagros Gonzales-Miñán

Research output: Contribution to journalArticlepeer-review


Within the framework of formative research, a series of subjective constructs about its understanding and transcendence arises. This prompts the need to determine the meanings assigned to its pedagogical implementation in teacher training. To this end, seven professors from the Department of Educational Sciences at the National University of San Agustin in Arequipa (Peru) were interviewed for the purpose of identifying their conceptualization, the distinctions they make from scientific research, the required characteristics and their expectations on the subject. The results show that teachers express diverse educational perspectives regarding formative research, related more closely to the training of researchers than to teaching. Likewise, they subtly distinguish formative research from scientific research in the strict sense, which leads to confusion between them; on the other hand, they emphasize the development of cognitive abilities linked to research, and finally, they situate various performance expectations in the formative research process that are not always specified in teaching. The meanings assigned to formative research differ and reveal misunderstandings, but also unveil coincidences in terms of the training aspects of research, which leads to the need to devise strategies to better face challenges related to teaching and socio-professional issues.

Original languageEnglish
Pages (from-to)1-18
Number of pages18
JournalEducacao e Pesquisa
StatePublished - 2020

Bibliographical note

Funding Information:
3 - The research was sponsored by the Higher Education Personnel Improvement Coordination (Capes) and the National Council for Scientific and Technological Development (CNPq). 4- Continuing the previous study, from 2015 to 2017, the research Epistemological and methodological issues of academic production in educational policies in Brazil (2000-2010), funded by the CNPq universal edict, process 446213 / 2014-4, was developed with the participation of 10 researchers from six Brazilian universities.

Funding Information:
5- It refers to the research The academic production in educational policies in Brazil: characteristics and trends (2000-2010), funded by the Announcement / Call CNPq / CAPES No. 07/2011. The Bank is available at: <>. 6- It is considered that the analyzed theses and dissertations are the primary sources of this study, given the specificity on which they were studied, regardless whether they were used in other papers by other authors.

Publisher Copyright:
© 2020 Emerson de Pietri.


  • Formative research
  • Scientific research
  • Teacher training
  • University


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