Valuing and enhancing the visibility of research by teacher educators in Uruguay

This dataset compiles official documents, institutional reports, academic analyses, policy proposals, and resolutions pertaining to the research function within the Council of Teacher Education (Consejo de Formación en Educación - CFE) in Uruguay. The documents span from 2008 to 2024, a period characterized by significant transformations and debates regarding the role and status of research in teacher education.
The collection provides insights into the institutional efforts, challenges, and diverse perspectives surrounding the promotion, structuring, funding, and evaluation of research conducted by teacher educators in Uruguay. It includes:
• Legal and policy frameworks: Key legislation (e.g., Law N° 19.889, General Law of Education N° 18.437) and institutional development plans (Administración Nacional de Educación Pública - ANEP and CFE) that outline strategic directions for research in teacher education.
• Curriculum and programmatic documents: Curricular plans (e.g., Plan 2008, Plan 2019, Plan 2023), regulations for practical training, and details on academic workloads, illustrating how research is (or is not) integrated into teacher education programs.
• Research support mechanisms: Documents related to the creation and operation of research support programs such as PRADINE (Program for the Support of Research Development in Education) and CFE Investiga, calls for research grants, sabbatical leave regulations, and funding for academic events.
• Postgraduate education: Proposals and regulations for master's degrees, diplomas, and other postgraduate programs, highlighting the role of research in advanced teacher education.
• Institutional structures and governance: Resolutions and reports concerning the Academic Secretariat for Research and Postgraduate Studies (SAAIP), the impact of the Hourly Performance Units (Unidades Horarias de Desempeño - UHDD) on research time, and debates around the Teacher Civil Servant Statute (Estatuto del Funcionario Docente) and its implications for academic careers and research.
• Perspectives from academic and union collectives: Analyses, critiques, and proposals from teacher educator groups such as ALICIA Network (Red ALICIA), the CFE's Technical Teacher Assembly (Asamblea Técnico Docente - ATD), and the Teachers' Union (Sindicato de Docentes de Formación en Educación - SIDFE), reflecting their views on the state of research and the conditions for its development. This dataset is a valuable resource for researchers, policymakers, educators, and students interested in understanding the evolution of research policy in teacher education in Uruguay, the challenges of fostering a research culture within teacher training institutions, and the ongoing debate about the university status of teacher education in the country. The documents offer a multifaceted view of how the research function has been conceptualized, promoted, and contested by various stakeholders within the Uruguayan education system.