Cognitive dimensions of research competencies

Abstract

The changes and transformations that globalisation has generated in pedagogy have forced universities to redesign their educational models, directing their functions towards a more committed training that is capable of solving the problems of the social environment and its permanent dynamics, training people with a high level of effectiveness and self-confidence. The aim of this paper is to analyse the theoretical elements that support the cognitive dimensions of research competences. The objective set and the methodology designed allow us to determine that competences in higher education should be aimed at transforming the teaching-education process, from a theoretical-practical perspective, by means of which the teaching process turns and manages to place professional training in a political, economic, social, technological, environmental and legal context, with the intention of achieving a more integrated training of future professionals. It is concluded by stating that the teacher-researcher from his or her discipline must favour the incessant habit of the unknown, as the research process is not a subject, a process that must break the old school myth that research is something impossible to achieve and/or demonstrate so that teachers understand the intrinsic need to be researchers necessarily.