<?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>S0185-26982024000100109</article-id>
<article-id pub-id-type="doi">10.22201/iisue.24486167e.2024.183.61274</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿Qué aportan los fondos de conocimiento e identidad al interés por la formación inicial docente?]]></article-title>
<article-title xml:lang="en"><![CDATA[What Do Knowledge and Identity Funds Contribute to The Interest in Initial Teacher Training?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cocio]]></surname>
<given-names><![CDATA[Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Errázuriz]]></surname>
<given-names><![CDATA[María Constanza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Davison]]></surname>
<given-names><![CDATA[Omar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fuentes]]></surname>
<given-names><![CDATA[Liliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad San Sebastián Facultad de Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad San Sebastián Facultad de Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Fundación Ibáñez-Atkinson  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Chile Facultad de Filosofía y Humanidades ]]></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>109</fpage>
<lpage>127</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982024000100109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982024000100109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982024000100109&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Formar docentes comprometidos con una educación de calidad es uno de los actuales desafíos de la formación inicial docente; al respecto, las medidas y reformas implementadas requieren considerar la construcción identitaria del profesorado en formación, para confluir en un cambio educativo profundo e integral. El objetivo de la investigación fue identificar y caracterizar los fondos de conocimiento e identidad de los estudiantes de Pedagogía General Básica en su ingreso a dos universidades de La Araucanía, Chile. Respecto de la metodología, el estudio corresponde a una investigación descriptiva y cualitativa. Los participantes fueron 34 estudiantes, cuyas narrativas autobiográficas fueron sometidas al análisis de contenido mediante la construcción de códigos y categorías del corpus. Se identificó que, desde los fondos de conocimiento e identidad, es posible configurar la identidad del futuro profesor del siglo XXI; además se afirma la importancia de considerarlas en los procesos de formación académica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Training teachers committed to quality education is one of the current challenges of initial teacher training; in this regard, the measures and reforms implemented require considering the identity building of teachers in training, to converge in a profound and integral educational change. The objective of the research was to identify and characterize the knowledge and identity of the students of Basic General Pedagogy in their admission to two universities of La Araucanía, Chile. Regarding methodology, the study corresponds to a descriptive and qualitative research. The participants were 34 students, whose autobiographical narratives were subjected to content analysis through the construction of codes and categories of the corpus. It was identified that, from the knowledge and identity funds it is possible to configure the identity of the future teacher of the 21st century, and the importance of considering them in the processes of academic formation is affirmed.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[formación inicial docente]]></kwd>
<kwd lng="es"><![CDATA[identidad]]></kwd>
<kwd lng="es"><![CDATA[identidad profesional]]></kwd>
<kwd lng="es"><![CDATA[fondos de conocimiento e identidad]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[initial teacher training]]></kwd>
<kwd lng="en"><![CDATA[identity]]></kwd>
<kwd lng="en"><![CDATA[professional identity]]></kwd>
<kwd lng="en"><![CDATA[knowledge and identity funds]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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