<?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>S2007-21712020000200401</article-id>
<article-id pub-id-type="doi">10.32870/dse.v0i21.606</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Investigación acción y desarrollo docente en las escuelas normales mexicanas]]></article-title>
<article-title xml:lang="en"><![CDATA[Action research and professional development in Mexican teachers&#8217; colleges]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Izquierdo Sandoval]]></surname>
<given-names><![CDATA[Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aquino Zúñiga]]></surname>
<given-names><![CDATA[Silvia Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García Martínez]]></surname>
<given-names><![CDATA[Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramón Rodríguez]]></surname>
<given-names><![CDATA[María Luisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Juárez Autónoma de Tabasco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Juárez Autónoma de Tabasco División Académica de Educación y Artes ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Juárez Autónoma de Tabasco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Escuela Normal de Educación Primaria &#8220;Rosario María Gutiérrez Eskildsen&#8221;  ]]></institution>
<addr-line><![CDATA[ Tabasco]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>11</volume>
<numero>21</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-21712020000200401&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-21712020000200401&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-21712020000200401&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Diversos estudios han explorado los beneficios y desafíos en la implementación de la investigación-acción para el desarrollo docente en diversos niveles educativos. No obstante, se requieren indagaciones con los formadores de los futuros docentes de educación básica. Empleando un diseño interpretativo de casos, este estudio explora el conocimiento, experiencias, expectativas y retos de los profesores en escuelas normales públicas cuando la investigación-acción se presenta como una estrategia institucional para el desarrollo docente. En el estudio, participaron profesores de tres escuelas normales del sureste mexicano. El análisis de agregación categórica con datos de encuestas, talleres, grupos focales y entrevistas revela homogeneidad en la percepción de los beneficios de la investigación-acción en los profesores. Sin embargo, los profesores carecen de experiencia y claridad conceptual y metodológica. Aunado a esto, deben vencer diversos desafíos personales e institucionales para emplear la investigación-acción como una estrategia institucional de desarrollo docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Numerous studies have explored the benefits and challenges in the implementation of action research for teacher development in various educational levels. Nevertheless, research is needed on the educators who train the future teachers of public elementary education. Through an interpretative collective case study, this research explored the knowledge, experience, expectations and challenges of teacher educators when they are required to implement action research as an institutionalized professional development strategy. Teacher educators from three teachers&#8217; colleges in southeastern Mexico participated in the study. The results of categorical aggregation analyses conducted on surveys, workshop, focus group, and interview data reveal homogeneous perceptions about the use of action research among the participants, although they lack previous experience with this research type as well as conceptual and methodological clarity. Moreover, they must overcome different personal and institutional challenges to implement action research as an institutional professional teacher development strategy.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación normalista]]></kwd>
<kwd lng="es"><![CDATA[formación de formadores]]></kwd>
<kwd lng="es"><![CDATA[investigación acción]]></kwd>
<kwd lng="en"><![CDATA[Teachers&#8217; colleges]]></kwd>
<kwd lng="en"><![CDATA[teacher educators]]></kwd>
<kwd lng="en"><![CDATA[action research]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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