<?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>2448-878X</journal-id>
<journal-title><![CDATA[Revista latinoamericana de estudios educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. latinoam. estud. educ.]]></abbrev-journal-title>
<issn>2448-878X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Iberoamericana (México)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-878X2025000300275</article-id>
<article-id pub-id-type="doi">10.48102/rlee.2025.55.3.831</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿Cuánto aprenden los estudiantes según ellos y cuánto aprenden según los profesores?]]></article-title>
<article-title xml:lang="en"><![CDATA[How Much do Students Learn According to Themselves and How Much do They Learn According to Teachers?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Traversa]]></surname>
<given-names><![CDATA[Ignacio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Regional de Profesores del Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>55</volume>
<numero>3</numero>
<fpage>275</fpage>
<lpage>301</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-878X2025000300275&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-878X2025000300275&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-878X2025000300275&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La educación se ha transformado hoy en día con el auge de los formatos híbridos o semipresenciales y la disminución del modelo presencial. La investigación educativa se inclina a comparar los resultados de ambas modalidades. Por ello el objetivo de este artículo es analizar la evaluación del aprendizaje en la formación docente en Uruguay, considerando la perspectiva de profesores y estudiantes al respecto. Es un estudio de caso con enfoque mixto; combina métodos cualitativos y cuantitativos mediante entrevistas y análisis documental. Los resultados revelan que la modalidad presencial tiene un mayor impacto en el aprendizaje, una percepción compartida por docentes y estudiantes. Para abordar esta disparidad y promover la inclusión, se recomienda fortalecer la modalidad semipresencial con grupos más reducidos. También es necesario implementar una evaluación de habilidades en español para la admisión a la carrera docente, como medidas cruciales para alinear las expectativas y mejorar la calidad educativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Education has been transformed today with the rise of hybrid or blended formats and the decline of the in-person model. Educational research tends to compare the results of both modalities. Therefore, the objective of this article is to analyze learning assessment in teacher training in Uruguay, considering the perspective of professors and students in this regard. It is a case study with a mixed approach; it combines qualitative and quantitative methods through interviews and documentary analysis. The results reveal that the in-person modality has a greater impact on learning, a perception shared by teachers and students. To address this disparity and promote inclusion, it is recommended to strengthen the blended modality with smaller groups. It is also necessary to implement a Spanish language skills assessment for admission to the teaching program, as crucial measures to align expectations and improve educational quality.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[formación de educadores de docentes]]></kwd>
<kwd lng="es"><![CDATA[evaluación de la educación]]></kwd>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="en"><![CDATA[teacher educator training]]></kwd>
<kwd lng="en"><![CDATA[education evaluation]]></kwd>
<kwd lng="en"><![CDATA[distance education]]></kwd>
</kwd-group>
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