<?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>S2007-74672022000100019</article-id>
<article-id pub-id-type="doi">10.23913/ride.v12i24.1152</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La investigación acción como estrategia de reflexión, mejora y cambio en la práctica docente de la enseñanza de lenguas]]></article-title>
<article-title xml:lang="en"><![CDATA[Action Research as a strategy for reflection, improvement and change in Language Teaching Practice]]></article-title>
<article-title xml:lang="pt"><![CDATA[A pesquisa-ação como estratégia para reflexão, aprimoramento e mudança na prática docente do ensino de línguas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peralta-Castro]]></surname>
<given-names><![CDATA[Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mayoral-Valdivia]]></surname>
<given-names><![CDATA[Pedro José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Colima  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Colima  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>12</volume>
<numero>24</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672022000100019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672022000100019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672022000100019&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La investigación acción (IA) se entiende como el proceso reflexivo de búsqueda realizado por los integrantes de una comunidad para conocer su práctica y lograr mejorar la lógica y la justicia de sus propias acciones. En tal sentido, este artículo presenta los resultados de una indagación sobre el uso de la IA como estrategia de reflexión, mejora y cambio en un programa de formación de docentes de lenguas extranjeras en una universidad del occidente mexicano. El estudio, en su dimensión epistemológica, se realizó desde el posicionamiento constructivista, ya que el investigador se fusionó con el objeto analizado. El trabajo fue cualitativo y contempló la aplicación de un cuestionario abierto con el propósito de obtener información de un grupo de estudiantes, docentes en formación. Los datos se analizaron con el software Atlas.ti, lo que permitió conseguir 31 códigos y cuatro categorías. Los resultados muestran que la IA ayuda al docente en formación a detectar problemas en su práctica a través de la reflexión, así como a mejorar el proceso de enseñanza-aprendizaje de lenguas y favorecer la formación académico-investigativa, aunque los hallazgos también revelan la complejidad que un proyecto de IA puede representar para estudiantes universitarios.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Action Research (AR) is understood as the reflective search process carried out by the members of a community to learn about their practice and improve the logic and justice of their own actions. This paper presents the results of an investigation on the use of AR as a strategy for reflection, improvement and change in a training program for Foreign Language teachers at the University of Colima, Mexico. The study, in its epistemological dimension, was carried out from the constructivist position since the investigator merged with the investigated object. The study was qualitative since the researcher was given the role of observer of the world in general and of that context. An open questionnaire to obtain information from a group of student teachers was administered. Data was analyzed with the Atlas.ti® software, identifying 31 codes and four categories. The results showed that AR helps student teachers to detect problems in teaching practice through reflection, to improve the process of teaching language learning, and favors academic-research training. The findings also revealed the complexity that an Action Research project could represent for university students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A pesquisa-ação (IA) é entendida como o processo de busca reflexiva realizado pelos membros de uma comunidade para conhecer sua prática e aprimorar a lógica e a justiça de suas próprias ações. Nesse sentido, este artigo apresenta os resultados de uma investigação sobre o uso da IA como estratégia de reflexão, melhoria e mudança em um programa de formação de professores de línguas estrangeiras em uma universidade no oeste do México. O estudo, em sua dimensão epistemológica, foi realizado a partir da postura construtivista, uma vez que a pesquisadora se fundiu com o objeto analisado. O trabalho foi qualitativo e contemplou a aplicação de um questionário aberto com a finalidade de obter informações de um grupo de alunos e professores em formação. Os dados foram analisados com o software Atlas.ti, que permitiu obter 31 códigos e quatro categorias. Os resultados mostram que a IA auxilia os professores em formação a detectar problemas em sua prática por meio da reflexão, bem como melhorar o processo de ensino-aprendizagem de línguas e favorecer a formação acadêmico-pesquisadora, embora os achados também revelem a complexidade que um projeto de IA pode representar para Estudantes universitários.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[acción]]></kwd>
<kwd lng="es"><![CDATA[docente]]></kwd>
<kwd lng="es"><![CDATA[investigación]]></kwd>
<kwd lng="es"><![CDATA[lenguas extranjeras]]></kwd>
<kwd lng="en"><![CDATA[action]]></kwd>
<kwd lng="en"><![CDATA[teacher]]></kwd>
<kwd lng="en"><![CDATA[research]]></kwd>
<kwd lng="en"><![CDATA[foreign languages]]></kwd>
<kwd lng="pt"><![CDATA[ação]]></kwd>
<kwd lng="pt"><![CDATA[professor]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa]]></kwd>
<kwd lng="pt"><![CDATA[línguas estrangeiras]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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