<?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>2007-2171</journal-id>
<journal-title><![CDATA[Diálogos sobre educación. Temas actuales en investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Diálogos sobre educ. Temas actuales en investig. educ.]]></abbrev-journal-title>
<issn>2007-2171</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Centro Universitario de Ciencias Sociales y Humanidades]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-21712023000300006</article-id>
<article-id pub-id-type="doi">10.32870/dse.v0i28.1325</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Investigación en la formación inicial docente: identificando problemas de la propia práctica pedagógica]]></article-title>
<article-title xml:lang="en"><![CDATA[Research in initial teacher training: identifying problems in individual pedagogical practice]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zurita Barría]]></surname>
<given-names><![CDATA[Laura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villagra Bravo]]></surname>
<given-names><![CDATA[Carolina Pilar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica Silva Henríquez  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica Silva Henríquez  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>14</volume>
<numero>28</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-21712023000300006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-21712023000300006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-21712023000300006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los trabajos de grado en la formación inicial docente constituyen una oportunidad para desarrollar la práctica reflexiva y el liderazgo del docente, orientada a la transformación socioeducativa comprometida con el aprendizaje escolar. El objetivo del artículo es analizar la experiencia formativa desarrollada a partir de la identificación y comprensión de un problema de práctica docente con base en el enfoque Design-Based School Improvement. El caso de estudio está conformado por 14 docentes, hombres y mujeres, que realizaban su trabajo de grado, explora las vivencias de su última etapa de formación inicial a través de instancias conversacionales que develan las dificultades para identificar y comprender un problema de práctica docente propio, a partir de una externalización inicial de la problemática y sus causas. Asimismo, la experiencia sustentada en la práctica reflexiva y la aplicación de este enfoque investigativo favorecieron el entendimiento acerca de su trabajo profesional y la toma de conciencia respecto a la comprensión de los problemas vinculados a la práctica pedagógica por sobre otros temas educativos. Se concluye la necesidad de replantear la investigación en la formación inicial docente centrándose en el estudio sobre la propia práctica pedagógica para impulsar el liderazgo del docente e incidir en la transformación del núcleo pedagógico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Degree papers in initial teacher training are an opportunity to develop reflective practice and teacher leadership, aimed at a socio-educational transformation committed to school learning. The aim of this article is to analyze the formative experience developed from the identification and understanding of a problem in teaching practice, based on the Design-Based School Improvement approach. The case study consisted of 14 teachers who were writing their degree work, and it explored the experiences in the last stage of their initial training through conversational instances that revealed their difficulties to identify and understand a teaching practice problem of their own, starting from an initial externalization of the problem and its causes. Furthermore, the experience based on a reflective practice and the application of this investigative approach favored the understanding of their professional work and awareness of the problems associated with pedagogical practice over other educational topics. As a conclusion, we stress the need to rethink research in training, focusing on the study of individual pedagogical practice to promote teacher leadership and impact the transformation of the pedagogical core.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[docencia-investigación]]></kwd>
<kwd lng="es"><![CDATA[práctica docente]]></kwd>
<kwd lng="es"><![CDATA[problemas educativos]]></kwd>
<kwd lng="es"><![CDATA[trabajo de grado]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[teaching-research]]></kwd>
<kwd lng="en"><![CDATA[teaching practice]]></kwd>
<kwd lng="en"><![CDATA[educational problems]]></kwd>
<kwd lng="en"><![CDATA[degree work]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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