How to Support University Teachers in Their First Research?

Building bridges has become urgent in universities, where teaching and research often diverge onto separate paths. Many university professors desire to conduct research in their field, but are unsure of where to begin. In this article, I share an experience developed at the University of the North (Uninorte) in Colombia, where a pedagogical accompaniment model for research was designed to help teachers transform their practices through shared and evidence-based knowledge. The systematic implementation of this accompaniment model has generated multiple benefits for both the professional development of teachers and the institution. The projects that emerged through this process have enhanced the university’s academic visibility through presentations, publications, and recognitions, both nationally and internationally. They have also contributed to strengthening a culture of inquiry and continuous improvement in the university. Moreover, the professors have become recognized as innovative leaders in their respective areas of knowledge and have been invited to share their experiences at academic events, adding to their teaching profiles.

Why don’t teachers dare to do research?

Some teachers have years of experience in the classroom, but they have never systematized their pedagogical decisions or turned their subjects into an object of academic inquiry. Others are familiar with the world of research, but do not know how to incorporate it into their teaching roles. Lack of time, methodological ignorance, the feeling that “education research is not for me,” or the absence of an institutional culture that values these initiatives are usually the primary obstacles. Although increasing teacher support centers promotes professional development, they still result in isolated actions.

As an advisor, accompanying teachers in their first classroom research can be challenging and rewarding. Building a bond of trust is one of the most essential aspects of this process. Many teachers arrive with fear and doubts: “I don’t know if my topic is valid,” “I teach well, but I have never conducted educational research,” “I don’t have time for this.” Recognizing and validating these emotions is the starting point. Beyond teaching a research methodology, accompanying human learning processes is essential.

My collaborating team of advisors and I agree that finding the guiding questions is more potent than the answers that result from them. Our work is not about solving everything for the teachers, but about fostering investigative autonomy and promoting a more reflective practice: “What would you like to change in your class?” “What patterns do you observe in your classroom?” “How would you know that something improved?” “What is your evidence of improvement?” As an advisor, I have found it deeply gratifying that professors who initially doubted their research abilities now lead projects with confidence and clarity. Accompanying them on this path has also been a learning opportunity for me, to rediscover the most transformative meaning of education. Witnessing their growth is, without a doubt, one of the greatest satisfactions of my work.

Pedagogical accompaniment model for research

In 2012, at the Center for Teaching Excellence (CEDU in Spanish) at the University of the North, a structured accompaniment program was designed, based on the key conviction that all teachers can research if they have adequate support. The CEDU comprises an interdisciplinary team of 21 people. The group leading this accompaniment includes two psychologists from the team and five teachers from different areas, all with experience in innovation and educational research. This year, an average of 20 research projects is accompanied by approximately 34 participating professors, strengthening a culture of reflection and continuous improvement at the university.

The teachers we accompany in their research work span various disciplines, including engineering, psychology, communication, and health. We conduct interviews, observations, and a documentary review during this process. The initial phase focuses on dialoguing with the teachers to explore their interests, identifying a research question, and building the conceptual framework. The intermediate phase involves developing the methodological design, adjusting the instruments, and defining how the data will be collected and analyzed. Finally, the findings are reviewed in the closing phase, and the research paper is written, organized, and structured to present the results effectively.

It is also essential to establish schedules of partial deliverables. The teachers we have accompanied have valued knowing what was expected of them at each stage and receiving concrete, timely, and empathetic feedback. We focus on achievable objectives, rather than abstract goals.

The benefits for teachers have been numerous, including greater clarity about their practices, redesign of activities, incorporation of new evaluation methods, and, above all, a new attitude towards their teaching role. Many have successfully written their articles and presented their results at academic conferences. However, beyond the final product, the most potent change has been internal: they shared their research as a tool for teacher transformation.

Five tips for accompanying teachers in their first research

Here are some key aspects that must be considered when accompanied by teachers in their first classroom research.

Not all teachers are equal in their research capabilities. Some teachers arrive with a straightforward research question, while others discover that they can conduct research in their own practice. Therefore, before proposing schemes or formats, it is essential to listen to them. Knowing their interests and expectations allows for designing personalized accompaniment that respects each teacher’s rhythms and strengths.
Trust is as vital as knowledge. Many teachers feel that they are not “up to the task” of doing research. The accompaniment must be a safe space where they can express themselves without fear of being judged. Patience, empathy, and flexibility are the most powerful tools for opening paths. When there is trust, everything flows more naturally.
Define phases, times, and deliverables. A clear structure alleviates anxiety. Knowing what comes next, how long each stage should be, and what is expected at each stage helps the process feel less overwhelming. A realistic and straightforward timeline allows for progress without frustration and provides a sense of progressive accomplishment.
Combine the technical with the emotional. Often, methodological blockages are not resolved with theory but through containment. Sometimes, the problem is not just “not knowing what to do,” but feeling overwhelmed or insecure. Accompaniment provides technical guidance, validation, care, and encouragement. The process is academic, yes, but also profoundly human.
Celebrate every breakthrough, no matter how small it may seem. Everything counts when beginning a draft, analyzing a reading, designing a framework, writing a page, and so on. Recognizing achievements – no matter how small – gives teachers the energy to continue. Sincere recognition motivates and helps the teacher feel capable. Sometimes, phrases like “you’re on the right track” can make the difference between continuing or giving up.

Accompanying teachers in their research processes is not a linear or neutral endeavor. It implies understanding that each teacher is unique, and that their individual stories, fears, passions, and doubts shape how they approach knowledge. Our role as advisors or guides is not to impose formulas, but to open paths built by moving forward, engaging in dialogue, writing, and sometimes making mistakes.

If we have learned anything from this experience, it is that effective accompaniment transforms both sides. Teachers who dare to do research become more reflective, critical, and confident. Those accompanying also grow, seeing that change is possible when listening, structure, and affection are present.

Invitation

If you work in a teacher training center or have colleagues who wish to venture into research, please do not hesitate to share the experience described in this article. Feel free to send me an email. I invite you to adapt this model, create your own formats, and ask questions that mobilize. Accompaniment does not require being an expert in everything, but having a willingness to walk alongside another. What about you? Have you already begun accompanying?

About the Author

Catalina Suarez (catalinasuarez@uninorte.edu.co) holds a master’s degree in education and has over 7 years of experience in teaching and learning processes. She is an active member of the International ISSOTL Society. She leads teacher training projects on pedagogical innovation and educational research, utilizing the Scholarship of Teaching and Learning (SoTL) approach. In addition, she contributes as a compiler to the series of research books “Transform to Educate” and “Unveiled Classrooms,” published by the Center for Teaching Excellence (CEDU).

References

Creswell, J. W. & Poth, C. N. (2018). Qualitative Inquiry and Research Design. SAGE.

Crowe, A. & Berry, A. (2007). Teaching Prospective Teachers About Learning to Think Like

Teacher. Routledge.

Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research.

Miller, A. (2013). Improving SoTL Programs. Insight: A Journal of Scholarly Teaching.

Ministry of National Education (2018). Everyone to Learn.

Editing

Edited by Rubí Román (rubi.roman@tec.mx) – Editor of the Edu bits articles and producer of The Observatory webinars- “Learning that inspires” – Observatory of the Institute for the Future of Education at Tec de Monterrey.