SciELO - Scientific Electronic Library Online

vol.15 issue2Analysis of impact of methodology activates and heuristic learning in subjects of engineeringTeaching strategy for the improvement of the interpretative formation process in superior mathematics author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand




Related links

  • Have no similar articlesSimilars in SciELO


Actualidades Investigativas en Educación

On-line version ISSN 1409-4703Print version ISSN 1409-4703


SANCHEZ LIMA, Leticia  and  LABARRERE SARDUY, Alberto F. Student-researcher interaction: Pedagogical and professional relation which supports the training in the master degree. Rev. Actual. Investig. Educ [online]. 2015, vol.15, n.2, pp.347-365. ISSN 1409-4703.

This article analyzes and discusses, as a product of ethnographic methodology based on interviews and observations the interactions between expert researchers and in training ones held in a research and postgraduate center located in Cuernavaca, Morelos, Mexico. Categories of analysis were constructed based on Bernard Honoré's training theory and Lev S. Vigotsky cultural-historical theory. It has been proved that such interactions by way of combining experiences and disciplinary knowledge are a support for the development of research abilities and constitute competences that will enable the student to solve a technological problem, conclude his thesis and increase professional performance. The results show that in the postgraduate research activity constitutes an educational activity. The relationship between the researcher and the student is a component that assumes a very high educational value because the latter access methodologies and practices of experienced researchers, which favors the development of professional skills necessary for this activity.

Keywords : Training interactions; Researchers training; Co-Construction Processes; Relation between colleagues; México.

        · abstract in Spanish     · text in Spanish     · Spanish ( pdf )


Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License