Training and action research projects as didactic strategies in the training of professors

Professional training in scenarios of uncertainty, continuous change and great challenges, demands curricular innovation in higher education. The aim of the article is to analyze the perceptions of university students about the application of training and action-research projects as didactic strategies in their training, within the framework of a competency-based curriculum that involves specific actions to solve context problems. Eighty-four students and three teacher trainers participated in the education program of a Peruvian university, who applied an interdisciplinary training project and 18 action-research projects in educational institutions of basic education. The perception was obtained through a questionnaire of 25 items, distributed in five dimensions: Planning, action, observation, reflection and organization, which was evaluated for reliability and validity. It is observed that the self-perception of students affects the positive assessment of learning in real settings, with concrete actions through action plans that involve the actors of educational institutions. It is concluded that Peruvian teaching university students positively value training and action research projects as strategies that allow the development of skills such as: Research, collaborative work, educational management and management of the teaching-learning process.