A pedagogical and didactic approach for the promotion of formative research in public accounting programs

Abstract

This article conducts a documentary exploration to identify and categorize pedagogical and didactic strategies that optimize research training in the field of professional education. This study aims to present a compilation of methodologies that serve as valuable input for educators in the specific field of public accounting, intended to be adapted and applied effectively in their educational practice. Although the study is primarily driven by theoretical considerations, it was motivated by observations and experiences derived from the program of the Fundación Universitaria de Popayán (FUP) (FUP). Within this program, a notable disparity has been identified, whereby the research abilities and academic production of students are not consistent with the anticipated outcomes, despite the program’s explicit objective of incorporating research within the curriculum. This discrepancy prompted an in-depth reflection on the effectiveness of the pedagogical strategies and approaches implemented in the classroom, as well as the potential for developing novel approaches.