<?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>S1405-66662022000200557</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Efectos de un programa de acompañamiento docente en las interacciones comunicativas entre maestros(as) y alumnos(as)]]></article-title>
<article-title xml:lang="en"><![CDATA[Effects of a Professional Development Program on Communication between Teachers and Students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Márquez Rosano]]></surname>
<given-names><![CDATA[Ana María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández Quintero]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojas-Drummond]]></surname>
<given-names><![CDATA[Sylvia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Psicología ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Psicología ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Psicología ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>27</volume>
<numero>93</numero>
<fpage>557</fpage>
<lpage>581</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662022000200557&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662022000200557&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662022000200557&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo analiza los efectos de un programa de acompañamiento docente en las interacciones comunicativas maestro(a)-alumnos(as) en términos de su secuencialidad temática y calidad dialógica. Participaron cuatro profesores(as) con sus grupos de dos escuelas primarias públicas de la misma zona escolar y nivel socioeconómico, asignadas al azar a dos tratamientos. Durante 15 sesiones, el grupo experimental participó en un programa de acompañamiento docente, mientras que el grupo control siguió con sus clases regulares. Se analizaron dos lecciones por maestro(a), videograbadas al inicio y final del ciclo escolar. Los resultados mostraron que en el grupo experimental las interacciones maestro(a)-alumnos(as) tuvieron mayor secuencialidad temática y cantidad y variedad de actos comunicativos dialógicos en comparación con el de control. Asimismo, las secuencias de diálogo del grupo experimental cambiaron su orientación al pasar de la gestión de las actividades hacia la construcción y profundización del aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study analyzes the effects of a professional development program on communication between teachers and students, in terms of topical sequencing and quality of dialogue. Four teachers participated with their groups in two public elementary schools from the same school district and socioeconomic level. The two schools were randomly assigned as an experimental group and a control group. During fifteen sessions, the experimental group participated in a teacher development program, while the control group continued with its regular classes. For each teacher, two videotaped classes were analyzed: one at the beginning and another at the end of school year. The results showed that the experimental group had more topical sequencing in teacher-student interactions, and more actions of dialogue, both in number and variety, than the control group. In addition, the sequencing of the experimental group changed its orientation by moving from activity management to the construction and expansion of learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[proceso enseñanza-aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[comunicación educativa]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[educación básica]]></kwd>
<kwd lng="en"><![CDATA[educational process]]></kwd>
<kwd lng="en"><![CDATA[educational communication]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[elementary education]]></kwd>
</kwd-group>
</article-meta>
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