29.01.2026 PIC septiembre-febrero 2026Reunión Zoom de ROSALIA JARAMILLO

Introduction and Initial Discussion

Overview of Project Status

• The speaker greets Maruri and discusses the status of a project, indicating that they are still working on the theoretical framework.

• The speaker mentions needing to finalize objectives and is in the process of reviewing them with another participant, María Victoria.

Objectives and Methodology

• The discussion shifts to explaining instruments related to the project, emphasizing clarity in presentation.

• Key points about formatting are highlighted, including title length and positioning within margins for proper presentation.

Structuring Research Components

Importance of Clear Language

• The speaker advises against using terms like "analyze" in research questions since it implies correlation rather than causation; instead, focus on identifying causes or characteristics.

Framework Development

• A detailed structure for the theoretical framework is outlined, specifying how variables should be numbered and presented without bullet points.

Methodological Guidelines

Presentation Standards

• Emphasis is placed on maintaining consistent formatting throughout the document, such as font type (Times New Roman size 12), especially for figures.

Document Structure

• Instructions include creating a budget template and ensuring bibliographic references align with research problems while adhering to specific margin requirements.

Annotations and Appendices

Required Annotations

• Details regarding appendices are discussed, including operationalization matrices and consent forms that need signatures from institutions involved in the study.

Interview Guide Preparation

Crafting Effective Questions

• Transitioning into interview preparation, guidance is provided on aligning questions with research objectives to gather relevant data effectively.

Practical Application Example

• A practical example involving pedagogical strategies in education is introduced to illustrate how to formulate questions based on defined variables.

Objectives and Variables in Research

Setting Research Objectives

• The speaker recommends lowering the objectives for clarity, focusing on specific goals to work with.

• Two variables are introduced: psychopedagogical strategies (Variable 1) and expressive language (Variable 2), each assigned a color for differentiation.

• Emphasis is placed on ensuring that each objective references only one variable at a time, avoiding overlap between the two.

Developing Questions for Data Collection

• The speaker begins formulating questions aimed at gathering information related to the first objective of the research.

• It is suggested to utilize a theoretical framework regarding expressive language difficulties as a basis for developing interview questions.

Correlating Theory with Observations

• The importance of corroborating theoretical findings with observed data from interviews or observations in educational settings is highlighted.

• A cautionary note is given about potential gaps in teachers' understanding of expressive language, which could affect data collection.

Crafting Effective Interview Questions

• Participants are encouraged to include definitions from their theoretical framework within their interview guides to ensure clarity during discussions.

• An example question is provided regarding identifying difficulties in expressive language among students, linking back to theoretical concepts like limited vocabulary and altered fluency.

Triangulation of Data Sources

• The speaker discusses triangulating results from interviews and observation sheets with the theoretical framework to enhance validity.

• Students are advised to incorporate relevant elements from their theoretical frameworks into their objectives while maintaining focus on specific research goals.

Formulating Complementary Questions

Clarifying Understanding of Expressive Language

• As part of developing questions, participants should create both central and complementary questions related to expressive language difficulties.

• A suggestion is made to ask if educators understand what expressive language entails, reinforcing connections with the theoretical framework.

Structuring Research Objectives

• The discussion transitions towards structuring objectives clearly, emphasizing that each should be linked directly back to either psychopedagogical strategies or expressive language.

Understanding Pedagogical Strategies

Characteristics of Pedagogical Strategies

• The speaker emphasizes the need to understand the pedagogical strategies used in schools, focusing on their characteristics and how they relate to the research objectives.

• It is important for researchers to define their central question clearly, which should align with their objective regarding the characteristics of these strategies.

• The student has identified various types of strategies, including cognitive, metacognitive, and resource management strategies, indicating that different authors may categorize them differently.

Formulating Research Questions

• A second question is proposed to gather information about pedagogical strategies based on personal criteria from educators regarding expressive language difficulties. This aims to deepen understanding of effective teaching methods.

• The discussion includes designing a third question related to intervention proposals aimed at improving expressive language skills among students. This reflects a practical application of research findings.

Importance of Intervention Proposals

• The necessity for an intervention proposal is highlighted as crucial for addressing challenges in expressive language development; positive feedback was received regarding this approach from educators involved in the study.

• Open-ended questions are suggested for gathering insights on how interventions could support students' expressive language skills effectively. These can also be framed as closed questions for specificity if needed.

Structuring Interview and Observation Tools

• The speaker stresses that all interview questions must align with the research objectives and theoretical framework established earlier in the study process, ensuring coherence throughout data collection efforts.

• Observational tools should reflect similar themes as interview questions; discrepancies between what is asked during interviews and what is observed can lead to confusion and undermine research validity. Thus, consistency is key across methodologies.

Recommendations for Indicators

• It’s advised not to use binary indicators (yes/no) in observational assessments since they lack measurability; instead, more nuanced scales like "always," "sometimes," or "never" are recommended for better data interpretation.

• An example question about identifying difficulties in expressive language within classrooms illustrates how observational items can be adapted from interview queries while maintaining focus on specific observable behaviors or issues encountered by students.

Understanding Observation and Interview Techniques

Importance of Clear Instruments

• The clarity in designing interview instruments is crucial for obtaining clear results. If the instruments are poorly constructed, triangulation becomes challenging, leading to incongruent data collection.

• Triangulation requires consistency across different data collection methods (interviews, observations). Inconsistencies can lead to confusion and necessitate reformulating the instruments used.

Adjusting Questions for Observations

• When transitioning from interviews to observations, questions should be adjusted without altering their essence. For example, instead of asking a teacher directly about their strategies, observe what they employ in practice.

• The framework guiding these adjustments should align with theoretical constructs established earlier in the research process, facilitating easier triangulation of data sources.

Characteristics of Pedagogical Strategies

• Observational questions should focus on specific pedagogical strategies employed by educators to address expressive language needs rather than asking them directly about their practices. This approach allows for unbiased observation and accurate reporting of findings.

• Collecting data on the frequency and necessity of pedagogical strategy guides can provide valuable insights into teaching effectiveness and areas needing improvement.

Preparing Research Instruments

• Students must ensure that all necessary documentation is prepared for submission regarding their research work, including objectives and thematic outlines as per institutional guidelines. This preparation is essential for moving forward in their academic journey.

• As students progress into advanced cycles of study (eighth cycle), they transition from having tutors to directors who carry more weight in terms of guidance and validation within the research process. This shift emphasizes the importance of thorough preparation and adherence to academic standards.

Addressing Student Queries

• Students are encouraged to clarify any doubts regarding observational fiches or other aspects related to their research methodology during discussions with instructors or peers, ensuring comprehensive understanding before proceeding with their projects.

• It’s recommended that students incorporate theoretical frameworks into practical applications when developing observational items; this enhances both understanding and execution during fieldwork activities such as interviews or classroom observations.

Strategies for Effective Interviews and Observations

Importance of Specificity in Interview Questions

• Emphasizes the need for cognitive strategies in interviews, highlighting that vague responses can lead to unproductive outcomes.

• Clarifies that interview questions should align with observation criteria, advocating for specificity to enhance data collection quality.

General vs. Specific Approaches

• Discusses the balance between general and specific questioning techniques, noting that overly broad questions may complicate data analysis later on.

• Suggests that while interviews are conversational, they should still guide respondents towards specific strategies or examples relevant to their experiences.

Application of Conflict Resolution Strategies

• Highlights a case study where a participant discusses family involvement in conflict resolution, stressing the importance of identifying specific strategies used.

• Points out the necessity of detailing which strategies are employed during conflict resolution discussions to provide clearer insights into practices.

Preparation for Upcoming Cycles

• Mentions updates regarding project submissions and emphasizes the importance of having all instruments ready before advancing to higher academic cycles.

• Urges participants to finalize their instruments early as they will be crucial for upcoming evaluations and practical applications in future units.

Structuring Documentation Effectively

• Advises on proper formatting of documents, including hyperlinking sections and avoiding bullet points or numbering inconsistencies.

• Discusses necessary adjustments in documentation such as removing unnecessary elements and ensuring clarity throughout the materials being prepared.

Finalizing Research Components

• Addresses discrepancies in research timelines and stresses accurate representation of project phases from inception through completion.

• Encourages attention to detail when aligning research objectives with interview questions, ensuring coherence across all documentation components.

Consent Forms and Observation Details

• Confirms that informed consent forms must be completed prior to engaging with subjects during observations in future cycles.

• Stresses the need for detailed observation checklists that include itemized observations aligned with research goals.

Reviewing Project Components

Clarification on Document Structure

• The speaker is reviewing a document structure, specifically focusing on the index and its alignment with university guidelines. They express uncertainty about the order of certain components.

• There is a discussion regarding the correct arrangement of annexes within the document, confirming that they are in proper order.

• The speaker mentions specific elements such as "solicitud," "consentimiento," and "guion," indicating these parts are correctly included in the document.

Final Preparations for Submission

• The conversation shifts to finalizing details before submission, including verifying the index and schedule (cronograma).

• The speaker concludes by stating that they will meet again next Thursday to finalize these aspects, emphasizing collaboration among peers.