<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-2872</journal-id>
<journal-title><![CDATA[Revista iberoamericana de educación superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. iberoam. educ. super]]></abbrev-journal-title>
<issn>2007-2872</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-28722022000200175</article-id>
<article-id pub-id-type="doi">10.22201/iisue.20072872e.2022.37.1310</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Características útiles de un programa para el desarrollo docente, según profesores universitarios]]></article-title>
<article-title xml:lang="pt"><![CDATA[Características úteis de um programa para o desenvolvimento docente, segundo professores universitários]]></article-title>
<article-title xml:lang="en"><![CDATA[Useful characteristics of a teacher development program, according to university professors]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lavooy]]></surname>
<given-names><![CDATA[Vanina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bouvet]]></surname>
<given-names><![CDATA[Raquel-Inés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Gómez]]></surname>
<given-names><![CDATA[Jaime]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Adventista del Plata  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Montemorelos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Adventista del Plata  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>13</volume>
<numero>37</numero>
<fpage>175</fpage>
<lpage>192</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-28722022000200175&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-28722022000200175&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-28722022000200175&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo busca identificar aspectos de un programa de desarrollo docente percibidos por profesores universitarios como útiles para su crecimiento docente. La propuesta de capacitación pedagógico-didáctica consistió en una serie de eventos de participación voluntaria desarrollados durante un semestre académico en una universidad mexicana. Mediante metodología cualitativa, se generaron categorías a partir del análisis de dos fuentes: respuestas inmediatas y escritas en las que los profesores evaluaban los aspectos que consideraban útiles de cada evento de capacitación al que asistieron, y breves entrevistas realizadas un mes después del evento. Como resultado, se presentan cinco categorías que enuncian las características de los eventos de capacitación consideradas útiles: obtener ideas prácticas, obtener sustento teórico, contar con espacio para la reflexión y toma de conciencia, aplicar la temática en estudio durante el evento, e intercambiar conocimientos, ideas y experiencias con colegas. Tales resultados tienen similitud con los de estudios realizados en Norteamérica, Europa, Asia y países nórdicos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este trabalho busca identificar aspectos de um programa de desenvolvimento docente percebidos por professores universitários como úteis para o seu crescimento docente. A proposta de formação pedagógico-didática consistiu em uma série de eventos de participação voluntaria desenvolvidos durante um semestre acadêmico em uma universidade mexicana. Mediante metodologia qualitativa, se geraram categorias a partir da análise de duas fontes: respostas imediatas e escritas nas que os professores avaliavam os aspectos que consideravam úteis de cada evento de formação ao que presenciaram, e breves entrevistas realizadas um mês depois do evento. Como resultado, se apresentam cinco categorias que enunciam as características dos eventos de formação consideradas úteis: obter ideias práticas, obter sustentação teórica, contar com espaço para a reflexão e toma de consciência, aplicar a temática em estudo durante o evento, e trocar conhecimentos, ideias e experiencias com colegas. Tais resultados têm semelhança com os de estudos realizados na América do Norte, Europa, Asia e países nórdicos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper aims to identify aspects of a teacher development program as perceived by university professors as useful for their development as teachers. The pedagogical-didactic training proposal consisted of a series of voluntary participation events that took place during an academic semester at a Mexican university. Using qualitative methodology, categories were generated from the analysis of two sources: immediate and written responses in which professors evaluated the aspects they considered useful in each training event they attended, and brief interviews conducted one month after the event. As a result, five categories are presented that enunciate the characteristics of the training events considered useful: they served to obtain practical ideas and theoretical support, they built a space for reflection and awareness, they helped to implement the subject matter under study during the event, and offered a place for exchanging knowledge, ideas and experiences with colleagues. These results are similar to those of studies carried out in North America, Europe, Asia and Nordic countries.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[profesores universitarios]]></kwd>
<kwd lng="es"><![CDATA[competencias docentes]]></kwd>
<kwd lng="es"><![CDATA[actualización docente]]></kwd>
<kwd lng="es"><![CDATA[eventos académicos]]></kwd>
<kwd lng="es"><![CDATA[desarrollo del profesor]]></kwd>
<kwd lng="es"><![CDATA[México]]></kwd>
<kwd lng="pt"><![CDATA[professores universitários]]></kwd>
<kwd lng="pt"><![CDATA[competências docentes]]></kwd>
<kwd lng="pt"><![CDATA[atualização docente]]></kwd>
<kwd lng="pt"><![CDATA[eventos acadêmicos]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento do professor]]></kwd>
<kwd lng="pt"><![CDATA[México]]></kwd>
<kwd lng="en"><![CDATA[university professors]]></kwd>
<kwd lng="en"><![CDATA[teaching competencies]]></kwd>
<kwd lng="en"><![CDATA[teacher updating]]></kwd>
<kwd lng="en"><![CDATA[academic events]]></kwd>
<kwd lng="en"><![CDATA[teacher development]]></kwd>
<kwd lng="en"><![CDATA[Mexico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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