THE FORMATION OF SCIENTIFIC COMPETENCE IN TEACHERS IN RESEARCH PROJECTS

The continuous changes in science, technology, productive and financial systems foster new ways of life, product ion and work, which demands that higher education guide its purposes to the formation of fully developed professionals, who turn out to be creative subjects, researchers, competent, with the ability to face the great challenges of a changing society so that they can participate in an innovative way in the solution of social problems. The objective of this article is to systematize basic theoretical foundations related to the formation of scientific competence in university teachers in research projects, which allows them to carry out scientific research to solve practical problems. The bibliographic review and theoretical and empirical methods were used, among them, the historical-logical and the content analysis and participant observation. The results obtained reflect that the formation of scientific competence in teachers in research projects enables an approach to the analysis of educational problems and the generation of answers to them in the light of knowledge related to the theory of education and pedagogy for pedagogical and curricular innovation, which will guarantee educational quality.