<?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>1665-2673</journal-id>
<journal-title><![CDATA[Innovación educativa (México, DF)]]></journal-title>
<abbrev-journal-title><![CDATA[Innov. educ. (Méx. DF)]]></abbrev-journal-title>
<issn>1665-2673</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico Nacional, Coordinación Editorial]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-26732016000100043</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La investigación docente y el desarrollo profesional continuo: un estudio de caso en el noreste mexicano]]></article-title>
<article-title xml:lang="en"><![CDATA[Instructor research and ongoing professional development: A case study in northeast Mexico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendoza Valladares]]></surname>
<given-names><![CDATA[Jorge Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Roux]]></surname>
<given-names><![CDATA[Ruth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,El Colegio de Tamaulipas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidad Autónoma de Tamaulipas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<volume>16</volume>
<numero>70</numero>
<fpage>43</fpage>
<lpage>59</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-26732016000100043&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-26732016000100043&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-26732016000100043&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La investigación docente es considerada como una modalidad de desarrollo profesional continuo que permite a los profesores identificar soluciones a problemáticas educativas situadas y reconfigurar sus esquemas y percepciones sobre su labor educativa. En este texto se presentan los resultados de un análisis de cuatro reportes de investigación narrativa realizados por profesores de inglés de escuelas secundarias en el noreste mexicano. El propósito fue identificar en las narraciones evidencias de la reconfiguración de las percepciones de los docentes sobre su propia práctica educativa, así como esbozar el proceso que esto conlleva. Los hallazgos sugieren que cuando los profesores hacen investigación se involucran en un proceso de autodescubrimiento y reconfiguran sus esquemas y percepciones sobre la labor docente. Asimismo, los resultados señalan que el proceso de reconfiguración de las percepciones sobre su práctica educativa se potencializa cuando se dan las condiciones de tiempo, trabajo colaborativo y acompañamiento asistido.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Instructor research is considered a form of ongoing professional development that allows professors to identify solutions to contextualized educational problems and to reconfigure their schemes and perceptions of their educational labor. This article presents the results of an analysis of four narrative research reports carried out by English teachers of secondary schools in northeast Mexico. The objective was to identify the evidence in the narrations of the reconfiguration of the instructors' perceptions of their own educational practice, as well as to outline the process this entails. The results suggest that when professors carry out research, they becomes involved in a process of self-discovery and reconfigure their schemes and perceptions of their work. Additionally, the results indicate that the process of reconfiguration of perceptions of their educational practice is enhanced by the appropriate conditions of time, collaborative work and assisted accompaniment.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Actualización docente]]></kwd>
<kwd lng="es"><![CDATA[desarrollo del profesor docente]]></kwd>
<kwd lng="es"><![CDATA[investigación acción]]></kwd>
<kwd lng="es"><![CDATA[investigación cualitativa]]></kwd>
<kwd lng="es"><![CDATA[investigación educativa]]></kwd>
<kwd lng="en"><![CDATA[Action research]]></kwd>
<kwd lng="en"><![CDATA[educational research]]></kwd>
<kwd lng="en"><![CDATA[instructor updates]]></kwd>
<kwd lng="en"><![CDATA[professor development]]></kwd>
<kwd lng="en"><![CDATA[qualitative research]]></kwd>
</kwd-group>
</article-meta>
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