<?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>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662022000100103</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Elementos facilitadores para la re-significación de la práctica educativa en estudiantes universitarias de Educación infantil]]></article-title>
<article-title xml:lang="en"><![CDATA[Facilitating Elements for Attaching New Significance to Student Teaching among Undergraduate Students Majoring in Early Childhood Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Agirre García]]></surname>
<given-names><![CDATA[Nerea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López-de-Arana Prado]]></surname>
<given-names><![CDATA[Elena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez Gorrotxategi]]></surname>
<given-names><![CDATA[Agurtzane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Mondragon Unibertsitatea Facultad de Humanidades y Ciencias de la Educación Departamento de Procesos de Enseñanza-Aprendizaje]]></institution>
<addr-line><![CDATA[Eskoriatza Gipuzkoa]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Madrid Facultad de Formación de Profesorado y Educación Departamento de Pedagogía]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2022</year>
</pub-date>
<volume>27</volume>
<numero>92</numero>
<fpage>103</fpage>
<lpage>128</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662022000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662022000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662022000100103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo de este estudio de caso es analizar qué elementos pueden facilitar la re-significación de la práctica educativa en estudiantes universitarias de Educación infantil. El artículo analiza el contenido de los seminarios en los que ocurre la reflexión conjunta, la entrevista a la tutora y el cuestionario que responden las 13 estudiantes en prácticas. Los resultados sugieren que la re-significación acontece en la fase de actividad interactiva denominada interpretación y las ayudas de la tutora que han sido clave para la re-significación de la práctica son: ayudas dialógicas; las dirigidas a la identificación de factores; las orientadas a la construcción de un marco interpretativo; y las ayudas dirigidas al establecimiento de relaciones con experiencias previas, con la situación analizada y con conocimientos académicos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The objective of this case study is to define the elements that can facilitate attaching new meaning to student teaching among undergraduate students majoring in early childhood education. The article analyzes the content of seminars of joint reflection, interviews with the student teacher supervisor, and a questionnaire completed by thirteen student teachers. The results suggest that attaching new significance occurs in the interactive phase known as interpretation and that the forms of assistance from the student teacher supervisor that have been key in attaching new significance to student teaching are: help through dialog, help directed to identifying factors, help in constructing an interpretative framework, and help in establishing associations with previous experiences, with the analyzed situation, and with academic knowledge.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[práctica docente]]></kwd>
<kwd lng="es"><![CDATA[interactividad]]></kwd>
<kwd lng="es"><![CDATA[construcción del conocimiento]]></kwd>
<kwd lng="es"><![CDATA[tutores]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[practice teaching]]></kwd>
<kwd lng="en"><![CDATA[interactivity]]></kwd>
<kwd lng="en"><![CDATA[construction of knowledge]]></kwd>
<kwd lng="en"><![CDATA[student teacher supervisors]]></kwd>
</kwd-group>
</article-meta>
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