<?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>1665-2673</journal-id>
<journal-title><![CDATA[Innovación educativa (México, DF)]]></journal-title>
<abbrev-journal-title><![CDATA[Innov. educ. (Méx. DF)]]></abbrev-journal-title>
<issn>1665-2673</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico Nacional, Coordinación Editorial]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-26732023000200082</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[SARS-CoV-2: Experiencias y necesidades de formación continua de docentes de la educación superior]]></article-title>
<article-title xml:lang="en"><![CDATA[SARS-CoV-2: Experiences and needs of continuous teacher training in higher education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendoza Valladares]]></surname>
<given-names><![CDATA[Jorge Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ariza Pinzón]]></surname>
<given-names><![CDATA[Vicky]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Archundia Pérez]]></surname>
<given-names><![CDATA[María Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Intercultural del Estado de Puebla  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Benemérita Universidad Autónoma de Puebla  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Benemérita Universidad Autónoma de Puebla  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<volume>23</volume>
<numero>92</numero>
<fpage>82</fpage>
<lpage>110</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-26732023000200082&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-26732023000200082&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-26732023000200082&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Resumen Con la propagación del SARS-CoV-2 en 2019 a nivel global, diversos retos se presentaron en prácticamente todas las áreas de la vida social, incluyendo la educación. El propósito de este artículo es reportar los resultados del análisis de las experiencias y necesidades de formación continua de docentes de educación superior en el contexto de la pandemia. Metodológicamente, se trata de un estudio de caso en el que las participantes fueron cuatro profesoras de una Institución de Educación Superior (IES) ubicada en una entidad federativa al centro del país. Los resultados sugieren que la transición a la educación en pandemia pasó de un sentir de incertidumbre a la adaptación a la nueva normalidad. Asimismo, se identifica que las necesidades de formación continua pueden englobarse en las dimensiones tecnológica, didáctico-pedagógica y socio-emocional. Se concluye que las acciones para la formación continua de los docentes de IES deben abordarse desde una perspectiva holística.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Abstract With the global spread of SARS-CoV-2 in 2019, challenges were faced in practically all of the areas of social life including education. The purpose of this article is to report the results of the analysis of the experiences and needs for continuous education of Higher Education teachers in the context of the pandemic. Methodologically, this is a case study in which the participants were four female professors from a Higher Education Institution (HEI) located in a state in the center of the country. The results suggest that the transition to education in the pandemic went from a feeling of uncertainty to adaptation to the new normality. Likewise, it is identified that the needs for continuous training can be included in the technological, didactic-pedagogical and socio-emotional dimensions. It is concluded that the actions for the continuous training of IES teachers should be approached from a holistic perspective.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[educación remota de emergencia]]></kwd>
<kwd lng="es"><![CDATA[educación continua]]></kwd>
<kwd lng="es"><![CDATA[pandemia]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[distance education]]></kwd>
<kwd lng="en"><![CDATA[emergency remote teaching]]></kwd>
<kwd lng="en"><![CDATA[continuous teacher education]]></kwd>
<kwd lng="en"><![CDATA[pandemic]]></kwd>
</kwd-group>
</article-meta>
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