<?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>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662019000300811</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Práctica colegiada en la formación inicial docente y construcción del saber pedagógico]]></article-title>
<article-title xml:lang="en"><![CDATA[Collegiate Practice in Initial Teacher Education and the Construction of Pedagogical Knowledge]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sáez Núñez]]></surname>
<given-names><![CDATA[Gonzalo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Campos Saavedra]]></surname>
<given-names><![CDATA[Daniela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Suckel Gajardo]]></surname>
<given-names><![CDATA[Marcela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Molina]]></surname>
<given-names><![CDATA[Guillermo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Concepción Departamento de Currículum e Instrucción ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Concepción Departamento de Currículum e Instrucción ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2019</year>
</pub-date>
<volume>24</volume>
<numero>82</numero>
<fpage>811</fpage>
<lpage>831</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662019000300811&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662019000300811&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662019000300811&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este trabajo presenta los hallazgos sobre una innovación, denominada práctica colegiada, al modelo de formación práctica de la carrera de Educación general básica de la Universidad de Concepción, Chile. El objetivo fue analizar el proceso de implementación del modelo, a partir de la percepción de los estudiantes y su incidencia en la construcción del saber pedagógico. La metodología utilizada, de tipo cualitativa, tuvo un enfoque de estudio de caso para alcanzar un análisis holístico de las conceptualizaciones y se realizó un análisis de contenido de 70 informes escritos desde la perspectiva hermenéutica. Los resultados evidenciaron una diferenciación de roles asumidos por los profesores en formación, según las tareas y desafíos pedagógicos. Con esta innovación se movilizaría el proceso de reflexión a través de la problematización de los participantes como respuesta al escenario de aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article presents the results of innovation, referred to as collegiate practice, in the practical training model of the elementary education major at Universidad de Concepción, Chile. The objective was to analyze the process of implementing the model, based on student perceptions and the model&#8217;s influence in building pedagogical knowledge. The methodology, of a qualitative type, focused on case studies to permit holistic analysis of the conceptualizations; the content of 70 written reports was analyzed from a hermeneutical perspective. The results revealed a differentiation of the roles assumed by teachers during training, according to their pedagogical challenges and tasks. This innovation would mobilize the process of reflection through the participants&#8217; problematization as a response to the learning scenario.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica]]></kwd>
<kwd lng="es"><![CDATA[saber pedagógico]]></kwd>
<kwd lng="es"><![CDATA[innovaciones pedagógicas]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[pedagogical practice]]></kwd>
<kwd lng="en"><![CDATA[pedagogical innovationss]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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