Challenges for research in teacher training in Uruguay

Teacher training in Uruguay is moving towards university institutions, and this demands a deepening of its investigative dimension. In order to learn about the opportunities and challenges envisioned by teachers, students and graduates, an exchange meeting was promoted, in which 12 focus groups (64 people) were implemented. Prior to it, inter-ested persons answered an online questionnaire (174 responses). Data were analyzed from a mixed, qualitative and quantitative approach. The results show that research is present as an activity in more than half of those who completed the form, but this is not necessarily related to postgraduate training or publication of results. The need arises to generate training spaces in research that include the production of works as an essential final stage for the contribution to academic knowledge, as well as the accreditation of research routes that facilitate the completion of postgraduate degrees. The existence of teachers with close to 10 years of senior ity in the Consejo de Formacion en Educacion who have not been able to participate in research suggests the need to resignify the research function both by deepening strengths and mitigating difficulties. Among the first were identified: the for mation of teams, the existence of competitive funds, and the support of management teams. Among the latter, the following were recognized, among others: the limited circulation of information, few training opportunities, insufficient working conditions, difficulties in networking.