<?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>2594-2840</journal-id>
<journal-title><![CDATA[Emerging trends in education (México, Villahermosa)]]></journal-title>
<abbrev-journal-title><![CDATA[Emerg. trends educ.]]></abbrev-journal-title>
<issn>2594-2840</issn>
<publisher>
<publisher-name><![CDATA[Universidad Juárez Autónoma de Tabasco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2594-28402024000100018</article-id>
<article-id pub-id-type="doi">10.19136/etie.a6n12.5991</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Creencias de autoeficacia de futuros profesores de telesecundarias multigrado en el sur de Quintana Roo]]></article-title>
<article-title xml:lang="en"><![CDATA[Multigrade telesecundaria school pre-service teachers&#8217; self-efficacy beliefs in the South of Quintana Roo State]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reyes Cruz]]></surname>
<given-names><![CDATA[María del Rosario]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aguilar Garrido]]></surname>
<given-names><![CDATA[Andrilú Guadalupe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Puc Cárdenas]]></surname>
<given-names><![CDATA[William Abraham]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma del Estado de Quintana Roo  ]]></institution>
<addr-line><![CDATA[ Quintana Roo]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro de Actualización del Magisterio  ]]></institution>
<addr-line><![CDATA[ Quintana Roo]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>6</volume>
<numero>12</numero>
<fpage>18</fpage>
<lpage>30</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2594-28402024000100018&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2594-28402024000100018&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2594-28402024000100018&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este trabajo fue analizar las creencias y fuentes de autoeficacia de futuros profesores de telesecundaria, en el contexto de sus prácticas en telesecundarias multigrado. El enfoque utilizado fue cualitativo exploratorio. Se entrevistó a cinco practicantes. Con respecto al primer objetivo se halló que la mayoría de los estudiantes incrementaron sus creencias de autoeficacia conforme avanzaban en la realización de sus prácticas. En lo que concierne a las fuentes de autoeficacia, se encontró que estas influyen de manera importante en las creencias de los practicantes. La falta de experiencia real intervino negativamente puesto que al inicio de las prácticas los futuros profesores no se sentían muy capaces. No obstante, las experiencias vicarias fueron en su mayoría positivas y contribuyeron a incrementar la confianza en sí mismos. La persuasión verbal también ayudó a mejorar el desempeño de los estudiantes al afianzar aquellos comportamientos adecuados y buscar la mejora de los que no funcionaban bien. Los estados fisiológicos y emocionales fueron negativos al inicio de las prácticas, pero al final mejoraron y resultaron en su mayoría positivos. Se requiere mejorar la formación multigrado en todos los actores y el manejo emocional del aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this research was to analyze the beliefs and sources of self-efficacy of pre-service teacher in the context of their practices in multigrade telesecundarias schools. The approach used was qualitative and exploratory. Five practitioners were interviewed. Regarding the first objective, it was found that most of the students increased their self-efficacy beliefs as they progressed in carrying out their teaching practices. Regarding the sources of self-efficacy, it was found that these have an important influence on the practitioners' beliefs. The lack of real enactive mastery experiences intervened negatively since at the beginning of the practices the future teachers did not feel very capable. However, vicarious experiences were mostly positive and contributed to increasing self-confidence. Verbal persuasion also helped improve student performance by reinforcing appropriate behaviors and seeking to improve those that were not working well. Physiological and emotional states had a negative influence at the beginning of the practices. However, at the end of them, these improved and they become mostly positive. It is necessary to improve multigrade training in all actors and emotional management of the classroom.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Autoeficacia]]></kwd>
<kwd lng="es"><![CDATA[Práctica pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Profesores en formación]]></kwd>
<kwd lng="es"><![CDATA[Telesecundaria multigrado]]></kwd>
<kwd lng="en"><![CDATA[Self-efficacy beliefs]]></kwd>
<kwd lng="en"><![CDATA[practicum]]></kwd>
<kwd lng="en"><![CDATA[pre-service teachers]]></kwd>
<kwd lng="en"><![CDATA[multigrade telesecundaria school]]></kwd>
</kwd-group>
</article-meta>
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