摘要：This article analyzes the role and dynamics of educational research in the teaching practices of a group of teachers affiliated to the Public Accounting Program of the Universidad Francisco de Paula Santander, in Cucuta, Colombia. In order to meet the objective we carried out an empirical-analytic study, correlational in nature, with a sample of 60 teachers of the public accounting program. We used a structured survey subject to content validation with expert peers and statistical reliability. Results show 75 significant relationships out of a total of 144. In conclusion, subjects participating in the study showed few teaching practices are carried out driven towards educational research.
