<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672025000100175</article-id>
<article-id pub-id-type="doi">10.23913/ride.v15i30.2438</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Video feedback como mejora de autoeficacia en la formación inicial docente de educadoras de párvulos]]></article-title>
<article-title xml:lang="en"><![CDATA[Video feedback as an improvement in self-efficacy in the initial teacher training of early childhood educators]]></article-title>
<article-title xml:lang="pt"><![CDATA[Feedback em vídeo como forma de melhorar a autoeficácia na formação inicial de professores de educação infantil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Piñango De Gonzalez]]></surname>
<given-names><![CDATA[Marisela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bertoglio Salazar]]></surname>
<given-names><![CDATA[Marcela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica del Maule  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica del Maule  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>15</volume>
<numero>30</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672025000100175&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672025000100175&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672025000100175&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El video feedback es una herramienta metodológica que permite observar sistemáticamente las interacciones en el aula y proporcionar retroalimentación basada en evidencia. Esta estrategia fomenta la autoevaluación, la autorregulación y la autoeficacia en el desempeño, optimizando el aprendizaje, el seguimiento del progreso individual y la reflexión crítica sobre la calidad de los productos académicos. Objetivo: Analizar el uso del video feedback como estrategia para fortalecer la autoeficacia durante la formación inicial docente de las educadoras de párvulos. Método: La investigación es de carácter cualitativa y se fundamenta en un enfoque sistémico, empleando una observación objetiva y sin intervención directa, con el propósito de comprender el fenómeno en su contexto real y en la interrelación de sus componentes, emergiendo las siguientes categorías de análisis: cultura del aula, aprendizaje guiado y habilidades socioemocionales. Se contó con la participación de 39 estudiantes de prácticas intermedias, pertenecientes al cuarto año de la carrera de Educación Parvularia de una universidad del centro-sur de Chile, todas de sexo femenino y con edades comprendidas entre los 20 y 40 años. Los datos fueron recolectados a partir de registros de video y un grupo focal conformado por 23 estudiantes que participaron de manera voluntaria; posteriormente, se realizó un análisis de contenido. Resultados: Las experiencias prácticas de las estudiantes favorecen el desarrollo de la autoeficacia mediante la implementación del video feedback, lo cual les permite aproximarse a la realidad del aula y promover un proceso de mejora continua en su desempeño docente, orientado al aprendizaje de la enseñanza. Conclusión: Las participantes identifican avances en sus experiencias prácticas desde las videograbaciones, permitiendo reconocer sus capacidades para enfrentar los desafíos como futuras educadoras de párvulos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Video feedback is a methodological tool that enables the systematic observation of classroom interactions and the provision of evidence-based feedback. This strategy promotes self-assessment, self-regulation, and self-efficacy in performance, optimizing learning, individual progress tracking, and critical reflection on the quality of academic products. Objective: To analyze the use of video feedback as a strategy to strengthen self-efficacy during the initial teacher training of early childhood educators. Method:This research is qualitative in nature and is based on a systemic approach, employing objective observation without direct intervention, aiming to understand the phenomenon in its real context and the interrelationship of its components. The following categories of analysis emerged: Classroom Culture, guided learning, and socio-emotional skills.The study included the participation of 39 intermediate practice students in their fourth year of the Early Childhood Education program at a university in south-central Chile. All participants were female, aged between 20 and 40 years. Data were collected through video recordings and a focus group composed of 23 students who participated voluntarily. Subsequently, a content analysis was performed. Results:The practical experiences of the students fostered the development of self-efficacy through the implementation of video feedback, allowing them to approach classroom reality and promote a continuous improvement process in their teaching performance, oriented toward learning to teach. Conclusion:Participants reported improvements in their practical experiences derived from video recordings, enabling them to recognize their abilities to face challenges as future early childhood educators.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O feedback em vídeo é uma ferramenta metodológica que permite a observação sistemática das interações em sala de aula e o fornecimento de feedback baseado em evidências. Essa estratégia incentiva a autoavaliação, a autorregulação e a autoeficácia no desempenho, otimizando a aprendizagem, monitorando o progresso individual e a reflexão crítica sobre a qualidade dos produtos acadêmicos. Objetivo: Analisar o uso do feedback em vídeo como estratégia para fortalecer a autoeficácia durante a formação inicial de professores de educação infantil. Método: A pesquisa é de natureza qualitativa e fundamenta-se numa abordagem sistêmica, utilizando observação objetiva e sem intervenção direta, com o propósito de compreender o fenômeno em seu contexto real e na inter-relação de seus componentes, emergindo as seguintes categorias de análise: cultura de sala de aula, aprendizagem guiada e competências socioemocionais. Os participantes foram 39 alunos do quarto ano da educação infantil de uma universidade no centro-sul do Chile. Todas eram do sexo feminino e tinham entre 20 e 40 anos. Os dados foram coletados por meio de gravações em vídeo e de um grupo focal composto por 23 alunos que participaram voluntariamente; Posteriormente, foi realizada uma análise de conteúdo. Resultados: As experiências práticas dos alunos favoreceram o desenvolvimento da autoeficácia por meio da implementação do feedback em vídeo, o que lhes permitiu compreender melhor a realidade da sala de aula e fomentar um processo de melhoria contínua do seu desempenho docente, voltado para a aprendizagem da prática docente. Conclusão: Os participantes identificaram avanços em suas experiências práticas a partir das gravações em vídeo, permitindo-lhes reconhecer suas capacidades para enfrentar desafios como futuros educadores da primeira infância.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Autoeficacia]]></kwd>
<kwd lng="es"><![CDATA[educadoras de párvulos]]></kwd>
<kwd lng="es"><![CDATA[formación inicial de educadoras de párvulos]]></kwd>
<kwd lng="es"><![CDATA[video feedback]]></kwd>
<kwd lng="en"><![CDATA[self-efficacy]]></kwd>
<kwd lng="en"><![CDATA[early childhood educators]]></kwd>
<kwd lng="en"><![CDATA[initial training of early childhood educators]]></kwd>
<kwd lng="en"><![CDATA[video feedback]]></kwd>
<kwd lng="pt"><![CDATA[Autoeficácia]]></kwd>
<kwd lng="pt"><![CDATA[professores de pré-escola]]></kwd>
<kwd lng="pt"><![CDATA[formação inicial de professores de pré-escola]]></kwd>
<kwd lng="pt"><![CDATA[feedback em vídeo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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