Between Discourse and Practice: research in Teacher Education in the context of the New Mexican School.

Abstract

This study examines the relationship between discourse and practice of research in initial teacher education in Mexico. A quantitative, non-experimental, cross-sectional design was used with a sample of 748 students from Teacher Training Colleges and National Pedagogical University (UPN) units affiliated with CRESON in Sonora. The EACIN-R scale was applied to assess value, interest, and vocation toward research. Findings show high recognition of the importance of research, accompanied by low levels of interest and moderate vocation. Differences were identified by semester and institution, indicating variations in how research is appropriated. The study concludes that the integration of research depends on formative conditions rather than its formal inclusion in the curriculum.