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La capacidad de investigacion es una competencia indispensable en cualquier persona hoy en dia. En el docente, en particular, esta adquiere especial relevancia para la mejora continua de la practica. Desde la formacion inicial, se hace necesario el desarrollo de un habitus investigativo, que debiera promoverse tanto por los profesores como por los alumnos en las escuelas formadoras de docentes. Por lo anterior, este texto es el reporte de una investigacion realizada en la Escuela Normal Superior de Mexico, durante el 2010, con la finalidad de formar el habitus investigativo en los futuros docentes. Dicha institucion tiene la tarea de formar docentes reflexivos, pero no necesariamente investigadores de su practica, por lo cual, se creo, ejecuto y evaluo un programa de formacion del habitus investigativo. El proceso consistio en retomar los pasos de la investigacion reflexiva de la practica donde se parte de una problematizacion; luego, se continuo con el diagnostico fundamentado en un marco teorico. Siguio el programa de intervencion y se concluyo con la evaluacion de su ejecucion. Los resultados mostraron la necesidad de promover, significativamente, la capacidad de investigacion como una competencia necesaria para la mejora de la practica docente. A research skill is an essential competence everyone should have today, but mainly teachers as this helps them improve their teaching practice steadily. Therefore, it is imperative to develop a research habitus during pre-service teacher education in both teacher trainers and teacher students. Based on this argument, this text is a research report which took place during the 2010 school year at Escuela Normal Superior de Mexico (a public Mexican teacher training school), aimed at making a research habitus in future teacher students educated under a reflective teaching model which does not necessarily form researchers of their own practice. Thus, a program to promote a research habitus for teacher students was designed, applied and evaluated. The reflective research of practice process was the posing of a problem, the making of a theoretical framework-based diagnostic, the teacher intervention and its evaluation. These research findings showed the need to foster research skills in future teachers to effectively develop a research competence to improve their teaching practice.

Vacíos en la formación inicial de docentes en México. Programa para fomentar el habitus investigativo