<?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>1607-4041</journal-id>
<journal-title><![CDATA[Revista electrónica de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[REDIE]]></abbrev-journal-title>
<issn>1607-4041</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1607-40412024000100112</article-id>
<article-id pub-id-type="doi">10.24320/redie.2024.26.e12.4816</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Tutorización de prácticas externas en la formación inicial docente para el cambio social]]></article-title>
<article-title xml:lang="en"><![CDATA[External Practicum Tutoring in Initial Teacher Training for Social Change]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Lázaro]]></surname>
<given-names><![CDATA[Irene]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Conde-Jiménez]]></surname>
<given-names><![CDATA[Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Colás-Bravo]]></surname>
<given-names><![CDATA[Pilar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Loyola Andalucía  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Cádiz  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Sevilla  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>26</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412024000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412024000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412024000100112&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los Objetivos de Desarrollo Sostenible (ODS) son una prioridad para la educación. Los sistemas educativos ofrecen contextos experienciales, como las prácticas externas docentes, en los que se aborda la relación de los ODS con las necesidades actuales de la educación. El objetivo de esta investigación es explorar la percepción de futuros docentes en prácticas externas sobre la influencia de la tutorización que reciben a la hora de abordar temas transversales enmarcados en los ODS. El estudio se sustentó en un diseño metodológico descriptivo que incluyó un cuestionario ad hoc que fue cumplimentado por 134 participantes. Se realizaron análisis de fiabilidad y validez del instrumento, así como análisis estadísticos descriptivos mediante el software SPSS. Los resultados muestran mayor influencia de la tutorización en el aula en comparación con el contexto escuela, además de indicar que el asesoramiento brindado fue insuficiente, aunque clave para el trabajo en áreas educativas transversales como la equidad de género o el cuidado del medio ambiente. Por último, el estudio presenta el modelo conceptual del instrumento generado como una herramienta útil para valorar el nivel del profesorado como agente de cambio social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The Sustainable Development Goals (SDGs) are a priority for education. Education systems offer experiential contexts, such as external teaching practice, where the relationship between the SDGs and current education needs can be addressed. The objective of this study is to explore the perception that future teachers in external practicum have of the tutoring they receive in addressing cross-cutting issues in the SDGs. The study employed a descriptive methodology that included an ad hoc questionnaire completed by 134 participants. The instrument was tested for reliability and validity and descriptive statistical analyses were performed using SPSS software. The results show greater influence from classroom tutoring than from the school environment, while also indicating that assistance given was insufficient but essential for working on cross-cutting themes in education such as gender equity or care for the environment. Lastly, the study presents the conceptual model of the instrument as a useful tool for assessing the extent to which teachers act as agents of social change.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[formación preparatoria de docentes]]></kwd>
<kwd lng="es"><![CDATA[educación para el desarrollo sostenible]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica]]></kwd>
<kwd lng="es"><![CDATA[supervisión de los docentes]]></kwd>
<kwd lng="en"><![CDATA[initial teacher training]]></kwd>
<kwd lng="en"><![CDATA[education for sustainable development]]></kwd>
<kwd lng="en"><![CDATA[teaching practice]]></kwd>
<kwd lng="en"><![CDATA[teacher supervision]]></kwd>
</kwd-group>
</article-meta>
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