[Critical reading of reports of educational research in teachers of IMSS. Multicenter study]. / Lectura crítica de informes de investigación educativa en profesores del IMSS. Estudio multicéntrico.

AIM: To determine the effect of an educational strategy promoting participation in the development of critical reading of educational research reports on professors of Educational Research and Teacher Education (CIEFD's). MATERIAL AND METHODS: We performed an intervention study, multicenter professors (medical specialists) who enrolled in the courses: Diploma in teaching methodological level 1 and 2 (n = 46, n = 29, respectively) in the six CIEFD's (D.F. Siglo XXI, DF. La Raza, Nuevo León, Sonora, Puebla and Jalisco), in the period March to August 2007. A tool was built that assessed the variables critical appraisal of educational research reports, the construct validity, content and reliability was assessed by experts in education research. The educational strategy developed in the form of seminars, which were held three times a week in the Certification in teaching methodological level 1 and twice per week in the Certification Level 2 in teaching methodology duration per session: 6 h. The instrument was applied at the beginning and end of the course. RESULTS: In the two Graduates it was observed in the total group, an advance in the three indicators of critical reading, which was expressed with statistically significant differences; in the global score of the Diploma level 1 (final vs. initial measurement) the following mediums were observed: 36-67 (p = 0.0001); in the Diploma level 2, it was observed in its overall rating: 42-78 (p = 0.0001). DISCUSSION: This inquiry from the results observed some of theoretical approaches to mainstreaming participatory. CONCLUSION: An educational strategy promoting participation produced a breakthrough in the three indicators (to interpret, to judge and to formulate proposals) for critical reading of educational research reports.

[Participatory education and the development of critical reading in teachers theoretical texts. Multicenter study]. / Educación participativa y el desarrollo de la lectura crítica de textos teóricos en profesores. Estudio multicéntrico.

AIM: Determine what the relationship between participation in classroom of students attending courses at the Educational Research and Teacher Education (CIEFD's) and the development of proficiency in critical reading of theoretical texts in education. MATERIAL AND METHODS: Intervention study, multicenter students (medical specialist) level Diploma in teaching methodology (DMDN) 1 and 2 (n=46 n=29) of the six CIEFD's (DF Siglo XXI, Mexico City La Raza, Nuevo Leon, Sonora, Puebla and Veracruz), period: March to August 2007 and a Masters in education (n=9, generation 2007-2008). Two instruments were constructed that evaluated the participation variables and critical reading of theoretical texts in education, conceptual validity; content and reliability were assessed by experts in education research. The educational intervention was in the form of seminars (three times a week in DMDN 1 and twice weekly in DMDN 2 and Masters). Participation was assessed halfway through the course and on completion, critical reading at the beginning as well as the end. RESULTS: Statistically significant associations were observed in DMDN 1 (four Centers) and the Masters, but not DMDN 2. DISCUSSION: In this investigation some of the theoretical proposals of the participatory education were recreated, starting from the analysis of our results. CONCLUSION: In some centers and in the masters, strengthening participation in this educational intervention is related to the development of critical reading of theoretical texts in education.

[Educative intervention and development of position and critical reading]. / Postura ante la educación y desarrollo de la aptitud en lectura crítica en profesores de cursos técnicos. Una intervención educativa.

OBJECTIVE: To investigate the professors of technical courses of the area of health, the effects of a promotional educative strategy of the participation in the development of a position prior to the education and of the aptitude for the critical theoretical text reading and information of educative research. MATERIAL AND METHODS: A longitudinal study took place, of intervention. In order to measure the degree of development of a position before the education, it was applied to the instrument Concepts and ideas about education. It consists of 72 statements, organized in duple that expresses two different approaches from education: participative and passive. For the inquiry of the degree of development of critical reading two instruments were applied: 1) Theoretical text reading of education and, 2) Reading information of educative research, constituted both by 120 itemes. The validity and trustworthiness of the three instruments were valued by experts with experience in teaching and educative research. The strategy was implemented through activities in seminary form, which were done twice a week, with a duration of five hours per session, for nine months; within the activities outside the classroom, the student completed reading of a theoretical text and/or report of educative research and the resolution of a reading guide (task). During the activities in a propitious classroom, discussion atmosphere and promoting at any moment the participation of the students; a space for the reflective recovery of their own experience was opened, for the analysis and interchange of ideas and for the critic and self-criticism of the main educative practices. The professor intervened when individual participation diminished; he also channeled the discussion, indicating to the enlightening observations and strong arguments of the students. The three instruments were applied to the group of professors of technical courses (n = 10); the initial measurement was applied before initiating the educative strategy and the final measurement at the end of the same plan. The qualification of the instruments and the capture of information were made by a blind technical worker. RESULTS: Subsequent to the educative strategy we observed a statistically significant advance in position -inferred through its main indicator: critical theoretical text consequence- and reading. The advances shown in critical reading for information of educative research were below the critical theoretical text reading. CONCLUSIONS: The development of position before the education and the aptitudes for critical reading of theoretical texts and information of educative research, in professors of technical courses of the area of health, it is possible, if educative atmospheres are created that lead to the participation -halfway through by the critic.