<?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>2007-2872</journal-id>
<journal-title><![CDATA[Revista iberoamericana de educación superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. iberoam. educ. super]]></abbrev-journal-title>
<issn>2007-2872</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>S2007-28722020000200150</article-id>
<article-id pub-id-type="doi">10.22201/iisue.20072872e.2020.31.711</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Sobre la formación tecnopedagógica del profesorado. La visión de los expertos y formadores]]></article-title>
<article-title xml:lang="pt"><![CDATA[Sobre a formação tecnopedagógica do professorado. A visão dos expertos e formadores]]></article-title>
<article-title xml:lang="en"><![CDATA[About the technopedagogical training of teachers. The vision of experts and trainers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cejas-León]]></surname>
<given-names><![CDATA[Roberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Navío-Gámez]]></surname>
<given-names><![CDATA[Antoni]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Colectivo de Investigación de Formación Ocupacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitat Autònoma de Barcelona  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>11</volume>
<numero>31</numero>
<fpage>150</fpage>
<lpage>164</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-28722020000200150&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-28722020000200150&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-28722020000200150&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La formación del profesorado es una de las apuestas para la integración de las tecnologías de la información y comunicación (TIC) en la función docente. En este trabajo pretendemos conocer qué factores influyen en la transferencia de las formaciones en TIC destinadas al profesorado universitario, así como abordar la visión de los expertos y formadores sobre la orientación pedagógica de estas formaciones. Para ello, se han realizado entrevistas semiestructuradas a 19 expertos/as en tecnología educativa y formadores/as en TIC de universidades públicas españolas. Tras los resultados, el artículo concluye con una serie de recomendaciones para mejorar la aplicación de lo aprendido a la función docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A formação do professorado é uma das apostas para a integração das tecnologias da informação e da comunicação (TIC) na função docente. Neste trabalho pretendemos conhecer quais fatores influenciam na transferência das formações em TIC destinadas ao professorado universitário, assim como abordar a visão dos expertos e formadores sobre a orientação pedagógica destas formações. Para isso, realizaram-se entrevistas semiestruturadas a 19 expertos/as em tecnologia educativa e formadores/as em TIC de universidades públicas espanholas. Após os resultados, o artigo conclui com uma serie de recomendações para melhorar a aplicação do aprendido na função docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Teacher training is one of the commitments for the integration of information and communication technologies (ICT) in the teacher&#8217;s function. In this article we aim to find out what factors influence the transfer of ICT training to university teachers, and to address the view of experts and trainers on the pedagogical orientation of these training courses. To this end, semi-structured interviews have been carried out with 19 experts in educational technology and ICT trainers from Spanish public universities. After the results, the article concludes with a series of recommendations to improve the application of what has been learned to the teacher&#8217;s function.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[perfeccionamiento docente]]></kwd>
<kwd lng="es"><![CDATA[educación y tecnología]]></kwd>
<kwd lng="es"><![CDATA[formación continua de profesores]]></kwd>
<kwd lng="es"><![CDATA[tecnologías de la información y comunicación]]></kwd>
<kwd lng="es"><![CDATA[España]]></kwd>
<kwd lng="pt"><![CDATA[aperfeiçoamento docente]]></kwd>
<kwd lng="pt"><![CDATA[educação e tecnologia]]></kwd>
<kwd lng="pt"><![CDATA[formação continua de professores]]></kwd>
<kwd lng="pt"><![CDATA[tecnologias da informação e comunicação]]></kwd>
<kwd lng="pt"><![CDATA[Espanha]]></kwd>
<kwd lng="en"><![CDATA[teacher improvement]]></kwd>
<kwd lng="en"><![CDATA[education and technology]]></kwd>
<kwd lng="en"><![CDATA[continuous teacher training]]></kwd>
<kwd lng="en"><![CDATA[information and communication technologies]]></kwd>
<kwd lng="en"><![CDATA[Spain]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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