<?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>S2007-74672021000100119</article-id>
<article-id pub-id-type="doi">10.23913/ride.v11i22.857</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La profesionalización docente: nuevos retos para los docentes de educación superior en la UPIBI del IPN]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher professionalization, new challenges for higher education teachers at the UPIBI of the IPN]]></article-title>
<article-title xml:lang="pt"><![CDATA[Profissionalização docente: novosdesafios para docentes do ensino superior da UPIBI do IPN]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Linares González]]></surname>
<given-names><![CDATA[Engelbert Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García Monroy]]></surname>
<given-names><![CDATA[Ana Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez Allende]]></surname>
<given-names><![CDATA[Lucero]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico Nacional Unidad Profesional Interdisciplinaria de Biotecnología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico Nacional Unidad Profesional Interdisciplinaria de Biotecnología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Politécnico Nacional Unidad Profesional Interdisciplinaria de Biotecnología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>11</volume>
<numero>22</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672021000100119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672021000100119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672021000100119&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen está disponible en el texto completo]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract To cope with the continuous social, scientific, technological, economic and educational changes, teachers are forced to acquire new skills and to maintain a constant update. Teacher professionalization involves the commitment of teachers to strengthen educational practice through reflection and integration of didactic and pedagogical elements congruent to institutional educational models. Taking into account the purpose proposed in this work, the argumentation collected individually and collectively from some higher-level professors within the Professional Interdisciplinary Biotechnology Unit (UPIBI) is considered as a starting point, taking into account the moment of entry of the students. teachers to the IPN, work in the classroom with students and the needs for new pedagogical tools that teachers require when traveling within the IPN. Based on a reflective analysis, the dimensions of teaching practice are detailed, considered as inherent to development in the classroom in which the teacher is considered an intellectual, ethical and moral figure in his work. Likewise, areas of opportunity are detected aimed at strengthening the professional and training work of integral people, with a human sense and socially responsible. Teachers become aware and reflect on the importance of the continuous training process, acquiring skills and knowledge that allows them to interact in new spaces in which education is conceived based on a new way of being congruent, with critical thinking, to recreate what exists or try new things that help build better lifestyles, helping students in their life project. As teachers of the IPN it is considered necessary to attend to areas of opportunity within the training and constant updating, since this will allow reaching a considerable level of professional development which will be useful to coordinate learning activities, aimed at reaching an appropriate level of development and providing to students the relevant knowledge and skills with a high level of thinking that facilitates them to analyze, interpret, solve and innovate present and future situations in relation to their personal, family, work and social life. It is recognized that training, updating and professionalization can be nurtured through formal actions such as courses, workshops and diplomas, but it is also sustained through the exchange of experiences through spaces for exchange and coexistence (congresses, forums, meetings and work collegiate among teachers) which have an immense wealth, since these spaces are destined precisely to mobilize learning through experiences and continue to trace a path with a view to teacher professionalization. Finally, it is considered that personal development is according to the experience and maturity present in the teacher from his self-knowledge as a person and the role he plays as a trainer of integral people, he assumes social responsibility with the students, attending to what is established within of the regulations of the National Polytechnic Institute. Therefore, the teacher must have a strong commitment to the institution, have skills for group management, assertive communication, be respectful with the community and show a social openness with a gender perspective.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Para fazer frente àscontínuasmudançassociais, científicas, tecnológicas, econômicas e educacionais, os professoressãoobrigados a adquirir novas competências e a semanter em constante atualização. A profissionalização dos professoresenvolve o compromisso dos professorescom o fortalecimento da prática educativa por meio da reflexão e integração de elementos didático-pedagógicos coerentescom os modelos educacionaisinstitucionais. Tendo em conta o objetivo propostonestetrabalho, considera-se comoponto de partida a argumentaçãorecolhida individual e coletivamente de alguns docentes de nível superior da UnidadeProfissional Interdisciplinar de Biotecnologia (UPIBI), tendo em conta o momento de entrada dos alunos. ao IPN, o trabalho em sala de aula com os alunos e as necessidades de novas ferramentas pedagógicas que os professoresrequeremnasviagens pelo IPN. A partir de umaanálisequalitativa, detalham-se as dimensões da prática docente, tidas como inerentesaodesenvolvimento em sala de aula em que o professor é considerado uma figura intelectual, ética e moral em seutrabalho. Da mesma forma, são detectados espaços de oportunidade que visam o fortalecimento do trabalhoprofissional e de formação de pessoasintegrais, com sentido humano e socialmente responsáveis. Numexercício de reflexão, os professorestomamconsciência e refletem sobre a importância do processo de formação continuada, adquirindocompetências e conhecimentos que lhespermiteminteragir em novosespaços em que a educação é concebida a partir de uma nova forma de ser congruente, com o pensamento crítico, para recriar o que existe ou experimentar coisas novas que ajudem a construir melhores estilos de vida, ajudando os alunos em seuprojeto de vida. Como docentes do IPN considera-se necessário atender a áreas de oportunidade no âmbito da formação e atualização constante, poisisso permitirá atingir umnível de desenvolvimentoprofissionalconsiderável que será útil para coordenaratividades de aprendizagem, visando atingir umnível de desenvolvimentoadequado. e proporcionar aosalunosconhecimentos e competências relevantes comum elevado nível de reflexão que os facilite a analisar, interpretar, resolver e inovarsituações presentes e futuras em relação à sua vida pessoal, familiar, profissional e social. É reconhecido que a formação, a atualização e a profissionalizaçãopodem ser nutridas por meio de açõesformais como cursos, workshops e diplomas, mas também se sustenta natroca de experiências por meio de espaços de troca e convivência (congressos, fóruns, encontros e colegiados de trabalho entre professores ) que possuemuma riqueza imensa, uma vez que essesespaços se destinam justamente a mobilizaraprendizagens por meio de experiências e continuar a traçarumcaminhocom vistas à profissionalização docente. Por fim, considera-se que o desenvolvimentopessoal está de acordocom a experiência e maturidade presentes no professor a partir do seuautoconhecimento como pessoa e do papel que desempenha como formador de pessoasintegrais, assumeresponsabilidade social com os alunos, atendendo a o que está estabelecido nos regulamentos do Instituto Politécnico Nacional. Portanto, o professordeve ter umfortecompromissocom a instituição, ter habilidades de gestão de grupo, comunicaçãoassertiva, ser respeitosocom a comunidade e mostrar abertura social com perspectiva de gênero.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[docente]]></kwd>
<kwd lng="es"><![CDATA[experiencia profesional]]></kwd>
<kwd lng="es"><![CDATA[formación académica]]></kwd>
<kwd lng="es"><![CDATA[pedagogía]]></kwd>
<kwd lng="es"><![CDATA[profesionalización]]></kwd>
<kwd lng="es"><![CDATA[tecnología]]></kwd>
<kwd lng="en"><![CDATA[Teacher]]></kwd>
<kwd lng="en"><![CDATA[professional experience]]></kwd>
<kwd lng="en"><![CDATA[academic training]]></kwd>
<kwd lng="en"><![CDATA[pedagogy]]></kwd>
<kwd lng="en"><![CDATA[professionalization]]></kwd>
<kwd lng="en"><![CDATA[technology]]></kwd>
<kwd lng="pt"><![CDATA[professor]]></kwd>
<kwd lng="pt"><![CDATA[experiênciaprofissional]]></kwd>
<kwd lng="pt"><![CDATA[formaçãoacadêmica]]></kwd>
<kwd lng="pt"><![CDATA[pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[profissionalização]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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