<?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>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</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>S0185-26982018000400138</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aprendizaje autodirigido del saber pedagógico con tecnologías digitales. Generación de un modelo teórico en estudiantes de pedagogía chilenos]]></article-title>
<article-title xml:lang="en"><![CDATA[Self-directed learning of pedagogical knowledge with digital technologies. Generation of a theoretic model form Chilean student teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cerda]]></surname>
<given-names><![CDATA[Cristian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Saiz]]></surname>
<given-names><![CDATA[José L.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de La Frontera Departamento de Educación ]]></institution>
<addr-line><![CDATA[Temuco ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de La Frontera Departamento de Psicología ]]></institution>
<addr-line><![CDATA[Temuco ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>40</volume>
<numero>162</numero>
<fpage>138</fpage>
<lpage>157</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982018000400138&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982018000400138&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982018000400138&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En esta investigación buscamos generar un modelo teórico que permita comprender cómo se desarrolla el proceso de aprendizaje autodirigido del saber pedagógico (AAD-SP) en estudiantes de pedagogía chilenos cuando usan tecnologías digitales. Utilizamos teoría fundamentada constructivista para analizar datos narrativos de 33 estudiantes entrevistados. Los resultados nos permiten indicar que este proceso ocurre según tres fases sucesivas: necesidad de información, búsqueda autónoma de información digital, y uso académico de tecnologías digitales. La categoría central que sostiene el proceso, compromiso docente, alude a la disposición a estar preparado profesionalmente para una docencia efectiva. Cada fase es influida por elementos del perfil académico de los estudiantes y del contexto de formación inicial docente. El abordaje de la alfabetización computacional y manejo de información y el aprendizaje autodirigido, durante la formación inicial docente, podría aportar recursos a prácticas de desarrollo profesional que apoyen al futuro profesor a lo largo de su vida laboral.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This papers seeks to generate a theoretic model for understanding the process of self-directed learning of pedagogical knowledge (SDL-PK) among Chilean student teachers when they use digital technologies. We used constructivist grounded theory to analyze narrative data from 33 interviewed students. The results indicate that this process occurs in three successive phases: need for information, autonomous search for digital information, and academic use of digital technologies. The central category that sustains this process, teaching commitment, alludes to the disposition to be professionally prepared for effective teaching. Each phase is influenced by elements from the students&#8217; academic background and the context of their initial teacher training. The approach to computational literacy and handling of information and self-directed learning, during initial teacher training, can strengthen this process by contributing resources to professional development practices that can support future teachers throughout their work lives.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[saber pedagógico]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje autodirigido]]></kwd>
<kwd lng="es"><![CDATA[educación y tecnología]]></kwd>
<kwd lng="es"><![CDATA[investigación cualitativa]]></kwd>
<kwd lng="en"><![CDATA[pedagogical knowledge]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[Self-Directed Learning]]></kwd>
<kwd lng="en"><![CDATA[education and technology]]></kwd>
<kwd lng="en"><![CDATA[qaualitative research]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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