<?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>S0185-26982024000100076</article-id>
<article-id pub-id-type="doi">10.22201/iisue.24486167e.2024.183.61220</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La dimensión institucional de la resiliencia en profesores principiantes chilenos durante la pandemia]]></article-title>
<article-title xml:lang="en"><![CDATA[The Institutional Dimension of Resilience in Chilean Beginning Teachers During the Pandemic]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villalobos Vergara]]></surname>
<given-names><![CDATA[Paula Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barria-Herrera]]></surname>
<given-names><![CDATA[Pamela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz Meza]]></surname>
<given-names><![CDATA[Romina Estivalía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Metropolitana de Ciencias de la Educación Departamento de Formación Pedagógica ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Metropolitana de Ciencias de la Educación Departamento de Formación Pedagógica ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Metropolitana de Ciencias de la Educación Departamento de Formación Pedagógica ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2024</year>
</pub-date>
<volume>46</volume>
<numero>183</numero>
<fpage>76</fpage>
<lpage>93</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982024000100076&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982024000100076&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982024000100076&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen A partir del aporte de la resiliencia docente a la retención del profesorado principiante, se analiza la contribución de la dimensión institucional en la resiliencia de profesores principiantes en contexto de pandemia. Se trata de un estudio de caso múltiple que utiliza un enfoque cualitativo a través de entrevistas de incidentes críticos a 14 profesores principiantes de la Región Metropolitana de Santiago de Chile que se desempeñan en colegios públicos. Los datos fueron sometidos a análisis de contenido. Los resultados muestran que la resiliencia docente se debilita ante la falta de lineamientos acerca del trabajo pedagógico, la escasa participación en la toma de decisiones sobre su labor y el difuso límite en el uso del tiempo propiciado por el teletrabajo. En tanto, el apoyo material para favorecer la continuidad del estudiantado en el proceso educativo y el ejercicio de la autonomía profesional fortalecen la resiliencia docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Based on the contribution of teacher resilience to the retention of beginning teachers, the contribution of the institutional dimension to the resilience of beginning teachers in the context of a pandemic is analyzed. This is a multiple case study that uses a qualitative approach through interviews of critical incidents with 14 beginning teachers from the Metropolitan Region of Santiago de Chile who work in public schools. The data were subjected to content analysis. The results show that teacher resilience is weakened by the lack of guidelines on pedagogical work, the low participation in decision-making about their work and the diffuse limit on the use of time provided by telework. Meanwhile, material support to promote the continuity of students in the educational process and the exercise of professional autonomy strengthen teacher resilience.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Profesores principiantes]]></kwd>
<kwd lng="es"><![CDATA[resiliencia docente]]></kwd>
<kwd lng="es"><![CDATA[dimensión institucional]]></kwd>
<kwd lng="es"><![CDATA[enseñanza remota]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[Beginning teachers]]></kwd>
<kwd lng="en"><![CDATA[teaching resilience]]></kwd>
<kwd lng="en"><![CDATA[institutional dimension]]></kwd>
<kwd lng="en"><![CDATA[remote teaching]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
</kwd-group>
</article-meta>
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