<?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>S2007-28722022000200155</article-id>
<article-id pub-id-type="doi">10.22201/iisue.20072872e.2022.37.1309</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Cambio e innovación educativa en la teoría y la práctica de la formación inicial docente]]></article-title>
<article-title xml:lang="pt"><![CDATA[Mudança e inovação educativa na teoria e na prática da formação inicial docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational change and innovation in the theory and practice of initial teacher training]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López-Larios]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Estévez-Nénninger]]></surname>
<given-names><![CDATA[Etty-Haydeé]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-Bello]]></surname>
<given-names><![CDATA[Edgar-Oswaldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Sonora  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Sonora Departamento de Psicología y Ciencias de la Comunicación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Sonora Departamento de Psicología y Ciencias de la Comunicación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>13</volume>
<numero>37</numero>
<fpage>155</fpage>
<lpage>174</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-28722022000200155&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-28722022000200155&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-28722022000200155&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo plantea el uso de la teoría del cambio y la innovación educativa para el análisis de micro innovaciones en programas de formación inicial docente que, a su vez, se articulan con propuestas teóricas que sostienen al aprendizaje profundo, reflexivo, imaginativo y experiencial de docentes en formación. El objetivo consiste en analizar la visión del cambio educativo en la teoría y práctica de la formación inicial docente, mediante la revisión de las propuestas teóricas de la educación imaginativa, el aprendizaje profundo y la educación experiencial; así como la implementación de micro innovaciones en diversos programas. Se presenta la descripción de cada innovación, el componente que busca mejorar, los fines principales que persigue, la intensidad del cambio, su desarrollo y el modo de producir cambios. Se concluye que la búsqueda del cambio mediante la implementación de innovaciones implica el autocuestionamiento de nociones básicas como la enseñanza y aprendizaje, a nivel individual y colectivo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo sugere o uso da teoria da mudança e da inovação educativa para a análise de micro inovações em programas de formação inicial docente que, por sua vez, se articulam com propostas teóricas que sustentam à aprendizagem profunda, reflexiva, imaginativa e experiencial de docentes em formação. O objetivo consiste em analisar a visão da mudança educativa na teoria e prática da formação inicial docente, mediante a revisão das propostas teóricas da educação imaginativa, a aprendizagem profunda e a educação experiencial; assim como a implementação de micro inovações em diversos programas. Apresenta-se a descrição de cada inovação, o componente que busca melhorar, os fins principais que persegue, a intensidade da mudança, seu desenvolvimento e o modo de produzir mudanças. Conclui-se que a busca da mudança mediante a implementação de inovações implica o autoquestionamento de noções básicas como o ensino e aprendizagem, a nível individual e coletivo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article proposes the use of the theory of change and educational innovation for the analysis of micro innovations in initial teacher training programs which, in turn, are articulated with theoretical proposals that underpin deep, reflective, imaginative and experiential learning of teachers in training. The objective is to analyze the vision of educational change in the theory and practice of initial teacher training by reviewing the theoretical proposals of imaginative education, deep learning and experiential education, as well as the implementation of micro innovations in a variety of programs. The description of each innovation, the component it seeks to improve, the main purposes it pursues, the intensity of the change, its development and the way of producing change are presented in this article, and the authors conclude that the search for change through the implementation of innovations implies the self-questioning of basic notions such as teaching and learning, at the individual and collective levels.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[formación inicial de profesores]]></kwd>
<kwd lng="es"><![CDATA[innovaciones educativas]]></kwd>
<kwd lng="es"><![CDATA[profesión docente]]></kwd>
<kwd lng="pt"><![CDATA[formação inicial de professores]]></kwd>
<kwd lng="pt"><![CDATA[inovações educativas]]></kwd>
<kwd lng="pt"><![CDATA[profissão docente]]></kwd>
<kwd lng="en"><![CDATA[initial teacher education]]></kwd>
<kwd lng="en"><![CDATA[educational innovations]]></kwd>
<kwd lng="en"><![CDATA[teaching profession]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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