THE IMPORTANCE OF APPROPRIATING THE INVESTIGATOR ROLE IN TEACHING PRACTICE BEYOND THE TRANSMISSION OF CONCEPTS

Abstract

This essay examines the importance of teachers appropriating an investigator role to transform classroom practice beyond the mere transmission of concepts. It starts from the recognition that contemporary teaching operates in diverse, changing contexts that demand pedagogical decisions that are justified and responsive to local realities. Methodologically, the paper follows an analytical–argumentative essay approach based on a review of recent literature on teacher inquiry, action research, and the use of educational evidence. The findings indicate that adopting an investigator role strengthens teachers’ ability to systematically observe learning, formulate questions about their practice, implement small instructional changes, and evaluate outcomes using classroom evidence. It also shows that teacher research supports situated professional development, fosters a culture of continuous improvement, and helps bridge the gap between theory and implementation. However, the discussion also highlights constraints related to limited time, insufficient guidance, and weak institutional conditions to sustain inquiry. The essay concludes that appropriating the investigator role is a valuable pathway toward reflective and effective teaching when supported by feasible routines, peer collaboration, and access to clear research resources, enabling more precise decisions oriented to student learning.