<?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>1607-4041</journal-id>
<journal-title><![CDATA[Revista electrónica de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[REDIE]]></abbrev-journal-title>
<issn>1607-4041</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1607-40412025000100112</article-id>
<article-id pub-id-type="doi">10.24320/redie.2025.27.e12.6262</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Repercusión emocional del COVID-19 en la formación del profesorado]]></article-title>
<article-title xml:lang="en"><![CDATA[Emotional Impact of COVID-19 on Teacher Training]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Corres-Medrano]]></surname>
<given-names><![CDATA[Irune]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gamito Gomez]]></surname>
<given-names><![CDATA[Rakel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santamaría-Goicuria]]></surname>
<given-names><![CDATA[Imanol]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del País Vasco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412025000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412025000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412025000100112&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La sociedad globalizada reclama un perfil universitario acorde a las nuevas demandas del mercado laboral. La transición entre los paradigmas pedagógicos se aceleró como consecuencia del cierre inesperado de las universidades por la pandemia de COVID-19. Este trabajo longitudinal analiza la repercusión emocional que los cambios forzados por la pandemia generaron en el proceso formativo del alumnado. Desde un enfoque cualitativo (biográfico-narrativo) se analizaron 55 relatos autobiográficos de estudiantes de la Facultad de Educación y Deporte de la Universidad del País Vasco (España). Los resultados resaltan el papel que desempeñó el uso de las TIC al acortar la distancia en las relaciones y posibilitar la colaboración y cooperación entre el profesorado y el alumnado; sin embargo, el alumnado universitario aún presenta dependencia respecto a las clases magistrales. Asimismo, el ansiado regreso a la presencialidad también generó cierta inestabilidad emocional. En conclusión, a pesar de que las crisis mundiales, como la experimentada, puedan suponer oportunidades para repensar los modelos de enseñanza-aprendizaje, en la nueva normalidad no se aprecian cambios metodológicos considerables respecto a las relaciones sociales y emocionales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Today&#8217;s globalized society calls for university students able to meet the new demands of the labor market. This shift in pedagogical paradigms was accelerated by the unexpected closure of universities due to the COVID-19 pandemic. This longitudinal study explores the emotional impact of pandemic-induced changes in students&#8217; education. A qualitative (biographical-narrative) approach was used to examine 55 autobiographical accounts by students from the School of Education and Sport of the University of the Basque Country (Spain). The results underscore the role played by ICT in closing the distance in relationships and enabling collaboration and cooperation between teachers and students. However, university students are still dependent on lectures, and the long-awaited return to in-person teaching also resulted in some emotional instability. In conclusion, although global crises of the kind recently experienced can provide opportunities to rethink teaching-learning models, no substantial methodological changes are observed in social and emotional relationships in the new normal.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[emoción]]></kwd>
<kwd lng="es"><![CDATA[relación pedagógica]]></kwd>
<kwd lng="es"><![CDATA[universidad]]></kwd>
<kwd lng="es"><![CDATA[formación de docentes]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[emotion]]></kwd>
<kwd lng="en"><![CDATA[teacher-student relationship]]></kwd>
<kwd lng="en"><![CDATA[university]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
</kwd-group>
</article-meta>
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