<?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>2007-5057</journal-id>
<journal-title><![CDATA[Investigación en educación médica]]></journal-title>
<abbrev-journal-title><![CDATA[Investigación educ. médica]]></abbrev-journal-title>
<issn>2007-5057</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Medicina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-50572019000200076</article-id>
<article-id pub-id-type="doi">10.22201/facmed.20075057e.2019.30.18103</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Concepciones de pedagogía y medicina en la construcción de la identidad profesional docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Conceptions of pedagogy and medicine in the construction of the professional identity teacher]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vives Varela]]></surname>
<given-names><![CDATA[Tania]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hamui Sutton]]></surname>
<given-names><![CDATA[Alicia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UNAM Facultad de Medicina Secretaría de Educación Médica]]></institution>
<addr-line><![CDATA[Cd.Mx. ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UNAM Facultad de Medicina Secretaría de Educación Médica]]></institution>
<addr-line><![CDATA[Cd.Mx. ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<volume>8</volume>
<numero>30</numero>
<fpage>76</fpage>
<lpage>84</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572019000200076&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572019000200076&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572019000200076&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  Cada profesor de acuerdo a su percepción y apreciación interioriza los elementos de la estructura social de la institución educativa a la que pertenece, la cual moldea el conjunto de modos de ver, sentir y actuar para construir su identidad profesional docente.  Objetivo:  Indagar las concepciones de pedagogía y medicina en la construcción de la identidad profesional de los docentes de la Facultad de Medicina (FM) de la Universidad Nacional Autónoma de México.  Método:  Estudio cualitativo, con una visión de carácter fenoménico y procesual del modo en que los docentes construyeron su visión de la realidad social y de su propia identidad. Se utilizó la técnica de entrevista semiestructurada con base en la teoría fundamentada modificada.  Resultados:  En la práctica docente de los profesores de la FM confluyeron dos visiones de la pedagogía (la centrada en el profesor y la centrada en el estudiante) y dos visiones de la medicina (una enfocada en la ciencia y la otra en la ciencia y el arte). En los docentes del área biomédica coincidió la concepción pedagógica centrada en el profesor con la idea de la medicina como ciencia. La FM ofreció dos versiones de la práctica docente en un contexto complejo y no unificado. Esto dificultó la interacción entre los docentes por sus distintas concepciones que a su vez influyó en la construcción de la identidad profesional docente.  Conclusiones:  Se recomendó que la FM establezca mecanismos para una comunicación efectiva y estrecha entre los profesores a través de actividades y proyectos conjuntos e interdisciplinarios, con la finalidad de que las dos concepciones se enriquezcan y confluyan para fortalecer la construcción de una identidad profesional docente que beneficie la práctica educativa de la institución.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  Each teacher according to his perception and appraisement interiorize the elements of the social structure of the educational institution to which belongs, which shapes the set of ways of seeing, feeling and acting to build the professional teacher identity.  Objective:  To enquire the two conceptions of pedagogy and medicine in the construction of the professional identity of the teachers of the Faculty of Medicine of the National Autonomous University of Mexico.  Method:  Qualitative study, with a phenomenological and procedural view of the way teachers constructed their vision of social reality and their own identity. The technique of semi-structured interview based on modified grounded theory was used.  Results:  In the teaching practice of the Faculty of Medicine professors, two visions of pedagogy (teacher-centered and student-centered) and two visions of medicine (one focused on science and the other on science and art) converged. In the teachers of the biomedical area, the pedagogical conception centered on the teacher coincided with the idea of medicine as a science. The institution offered two versions of teaching practice in a complex and non-unified context. This hindered the interaction between the teachers by their different conceptions that in turn influenced in the construction of the professional teacher identity.  Conclusion:  It was recommended that the FM establish mechanisms for effective and close communication among teachers through joint and interdisciplinary activities and projects, so that the two conceptions are enriched and fused to strengthen the construction of a professional teacher identity that benefits the educational practice of the institution.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Identidad profesional docente]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía centrada en el estudiante]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía centrada en el profesor]]></kwd>
<kwd lng="es"><![CDATA[Estudio cualitativo]]></kwd>
<kwd lng="en"><![CDATA[Professional teacher identity]]></kwd>
<kwd lng="en"><![CDATA[Student-centered pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Teacher-centered pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Qualitative study]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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