Translational research in education: A bridge between theory and educational practice
Keywords:
translational research, classroom research, bridge research, evidence based practice, community-based participative researchAbstract
Translational research (ITr) is integrated by four phases that intend to connect basic research (T1) with the benefits of its application (T4). ITr in education builds bridges of understanding among teachers, researchers and other professionals so that, based on the best scientific evidence and the advances of each field, educational proposals can be designed and evaluated that translate in actions of improvement in education. The purpose of this paper is to present a brief overview of translational educational research, its definition and implications for universities and society. Recently the number of educational institutions that decided to broaden their research methodologic horizons have increased (e.g. through evidence-based educational research or community-based participative research), to generate in their researchers and teachers the knowledge and skills needed to develop translational research in education.
References
Aymerich, M., Rodriguez-Jareño, M., Castells, X., Carrion, C., Zamora, A. y Capellá, D. (2014). Translational Research: A Concept Emerged from Health Sciences and Exportable to Education Sciences. Annals of Translational Medicine & Epidemiology, 1(1), 1005. http://austinpublishinggroup.com/translational-medicine/fulltext/atme-v1-id1005.php
Brabeck, M. (2008) Why we need “Translational” Research. Recuperado de https://www.edweek.org/ew/articles/2008/05/21/38brabeck.h27.html
Brownson, R.C., Colditz, G.A. y Proctor, E.K. Eds. (2017). Dissemination and Implementation Research in Health: Translating Science to Practice. Oxford University Press: UK. DOI:10.1093/oso/9780190683214.001.0001
Cain, T. (2015). Teachers’ engagement with research texts: beyond instrumental, conceptual or strategic use. Journal of Education for Teaching, 41(5), 478–492. https://doi.org/10.1080/02607476.2015.1105536
Campbell Collaboration. Education Coordinating Group. https://www.campbellcollaboration.org/education-group (Accesado el 14 de diciembre de 2017)
Ciesielski, T. H., Aldrich, M. C., Marsit, C. J., Hiatt, R. A. y Williams, S. M. (2017). Transdisciplinary approaches enhance the production of translational knowledge. Translational Research, 182, 123–134. https://doi.org/10.1016/j.trsl.2016.11.002
Cochrane. http://www.cochrane.org/ (Acessado el 14 de diciembre de 2017)
Cole, L., y Knowles, J. (1993). “Teacher Development Partnership Research: A Focus on Methods and Issues.” American Educational Research Journal, 30 (3), 473–495.
D’Este, P., Ramos-Vielba, I., Woolley, R. y Amara, N. (2018). How do researchers generate scientific and societal impacts? Toward an analytical and operational framework. Science and Public Policy, (April), 1–12. https://doi.org/10.1093/scipol/scy023
Dewey, J. (1958). Experiencia y educación. Losada.
Donofrio, M. (2015). A Framework for a Trans-disciplinary, Translational Research Group for Building Innovation. Procedia Engineering, 118, 1274–1281. https://doi.org/10.1016/j.proeng.2015.08.482
Freire, P. & Faundez, A. (1985) Por uma pedagogia da pergunta. Rio de Janeiro: Paz e Terra.
Hederich, C., Martínez, J. y Rincón, L. (2014). Hacia una educación basada en la evidencia. Revista Colombia de Educación, 66, 19–54.
Jones, S. L., Procter, R. y Younie, S. (2015). Participatory knowledge mobilisation: an emerging model for international translational research in education. Journal of Education for Teaching, 41(5), 555–573. https://doi.org/10.1080/02607476.2015.1105540
la Velle, L. (2015). Translational research and knowledge mobilisation in teacher education: towards a “clinical”, evidence-based profession? Journal of Education for Teaching, 41(5), 460–463. https://doi.org/10.1080/02607476.2015.1105534
Lewin, K. (1946/1948). Action research and minority problems. En: G.W. Lewin (ed.), Resolving social conflicts (pp.201-216). Nueva York: Harper & Row.
Lobb, R. y Colditz, A. (2013). Implementation science and its application to population health. Annual Review of Public Health, 34, 235-51.
López, E. (2012). Formación docente: un campo fértil para la investigación traslacional. Revista Mexicana de Investigación en Psicología, 4(2), 121-125.
McGaghie, W.C. (2010). Medical education research as translational science. Sci Transl Med, 17;2(19):19cm8. doi: 10.1126/scitranslmed.3000679.
McGaghie, W. C., Issenberg, S. B., Cohen, E. R., Barsuk, J. H. y Wayne, D. B. (2012). Translational educational research: A necessity for effective health-care improvement. Chest, 142(5), 1097–1103. https://doi.org/10.1378/chest.12-0148
McGartland, D., Schoenbaum, E. E., Lee, L. S., Schteingart, D. E., Marantz, P. R., Anderson, K. E., Dewey, L., Baez, A. y Esposito, K. (2010). Defining translational research: Implications for training. Academic Medicine, 85(3), 470–475. https://doi.org/10.1097/ACM.0b013e3181ccd618.Defining
Meza, L. (2002). La teoría en la práctica educativa. Comunicación, 12(2). http://revistas.tec.ac.cr/index.php/comunicacion/article/view/1200/1107
National Institute of Mental Health. National Center for Advancing Translational Sciences. https://www.nih.gov/about-nih/what-we-do/nih-almanac/national-center-advancing-translational-sciences-ncats (Accesado el 14 de junio de 2018)
Nicoletti Mizukami, M. da G., Rodrigues Reali, M. de M. y Simoes Tancredi, R. M. (2015). Construction of professional knowledge of teaching: collaboration between experienced primary school teachers and university teachers through an online mentoring programme. Journal of Education for Teaching, 41(5), 493–513. https://doi.org/10.1080/02607476.2015.1108626
O’Meara, J. G., Whiting, S. y Steele-Maley, T. (2015). The contribution of teacher effectiveness maps and the TACTICS framework to teacher leader professional learning. Journal of Education for Teaching, 41(5), 529–540. https://doi.org/10.1080/02607476.2015.1105538
Santoyo, C. (2012). Investigación traslacional: Una misión prospectiva para la ciencia del desarrollo y la ciencia del comportamiento. Revista Mexicana de Investigación en Psicología, 4(2), 84-110.
Universidad Nacional Autónoma de México. Coordinación de Desarrollo Educativo e Innovación Curricular. https://www.codeic.unam.mx/index.php/directorio/(Accesado el 14 de junio de 2018).
University of Cambridge. School of Clinical Medicine. Office for Translational Research (OTR). http://otr.medschl.cam.ac.uk/ (Accesado el 14 de junio de 2018)
University of Leicester. The Centre for Interdisciplinary Science. https://www2.le.ac.uk/departments/interdisciplinary-science (Accesado el 14 de junio de 2018)
Vukotich, C. J., Cousins, J. y Stebbins, S. (2014). Building sustainable research engagements: Lessons learned from research with schools. Journal of Research Practice, 10(1), 1–15. http://jrp.icaap.org/index.php/jrp/article/view/381/324
Woolf, S. H. (2008). The Meaning of Translational Research and Why It Matters. Journal of American Medical Association, 299(2), 211–213.
Zoellner, J., Van Horn, L., Gleason, P. M. y Boushey, C. J. (2015). What Is Translational Research? Concepts and Applications in Nutrition and Dietetics. Journal of the Academy of Nutrition and Dietetics, 115(7), 1057–1071. https://doi.org/10.1016/j.jand.2015.03.010
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Revista Digital Universitaria es editada por la Universidad Nacional Autónoma de México se distribuye bajo una Licencia Creative Commons Atribución-NoComercial 4.0 Internacional. Basada en una obra en http://revista.unam.mx/.
