<?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>2007-2872</journal-id>
<journal-title><![CDATA[Revista iberoamericana de educación superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. iberoam. educ. super]]></abbrev-journal-title>
<issn>2007-2872</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-28722024000300112</article-id>
<article-id pub-id-type="doi">10.22201/iisue.20072872e.2024.44.1894</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Habilidades blandas y técnicas en evaluaciones de estudiantes a docentes]]></article-title>
<article-title xml:lang="pt"><![CDATA[Habilidades Interpessoais e Técnicas nas Avaliações Aluno-Professor]]></article-title>
<article-title xml:lang="en"><![CDATA[Soft Skills and Technical Skills in Teacher Evaluations Carried out by Students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Manchini]]></surname>
<given-names><![CDATA[Nigel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jiménez]]></surname>
<given-names><![CDATA[Óliver]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramos-Díaz]]></surname>
<given-names><![CDATA[Natalia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Málaga  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UMA Facultad de Psicología y Logopedia Departamento de Personalidad, Evaluación y Tratamiento Psicológico]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,UMA Facultad de Psicología y Logopedia Departamento de Personalidad, Evaluación y Tratamiento Psicológico]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>15</volume>
<numero>44</numero>
<fpage>112</fpage>
<lpage>131</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-28722024000300112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-28722024000300112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-28722024000300112&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen ¿Qué importancia asigna el estudiantado a las &#8220;habilidades blandas&#8221; o soft skills y a las &#8220;habilidades técnicas&#8221; o hard skills cuándo evalúan a sus docentes? Utilizando técnicas de análisis textual en una muestra de calificaciones y comentarios a docentes, se exploró cualitativamente y se contrastaron hipótesis cuantitativas sobre el vocabulario que acompaña a calificaciones altas y bajas. Los resultados muestran que el lenguaje de los comentarios y la calificación se encuentran significativamente relacionados, y que las referencias a soft skills predicen mejor la calificación que las referencias a hard skills; sin embargo, los análisis cualitativos sugieren que, en docentes calificados/as como excelentes, las hard skills no son ignoradas sino presupuestas. Además de su contribución metodológica, este estudio aporta implementos tanto a la discusión acerca de los sesgos en la evaluación docente como a la discusión acerca de qué cualidades del profesorado es deseable cultivar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Que importância os alunos atribuem às &#8220;habilidades interpessoais&#8221; ou soft skills e às "habilidades técnicas" ou hard skills quando avaliam seus professores? Usando técnicas de análise textual em uma amostra de notas e comentários aos professores, hipóteses quantitativas sobre o vocabulário que acompanha as notas altas e baixas foram qualitativamente exploradas e contrastadas. Os resultados mostram que a linguagem dos comentários e a classificação estão significativamente relacionadas, e que as referências a soft skills predizem melhor a nota do que as referências a hard skills; no entanto, análises qualitativas sugerem que, em professores classificados como excelentes, as hard skills não são ignoradas, mas pressupostas. Além de sua contribuição metodológica, este estudo contribui tanto para a discussão sobre vieses na avaliação de professores quanto para a discussão sobre quais qualidades dos professores é desejável cultivar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract What is the significance of both soft skills and hard skills in teacher evaluations conducted by students? Through the application of textual analysis methods to a set of teacher ratings and comments, the researchers conducted a qualitative examination and tested quantitative hypotheses regarding the language used in high and low ratings. The findings indicate a significant relationship between the language used in the comments and the ratings. It was observed that references to soft skills serve as better indicators of the ratings compared to references to hard skills. However, qualitative analyses suggest that in the case of teachers rated as excellent, hard skills are not overlooked but rather presumed. In addition to its methodological contribution, this study adds to the discourse on biases in teacher evaluation and the essential qualities to be nurtured in teachers.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[actitudes del profesor]]></kwd>
<kwd lng="es"><![CDATA[evaluación del profesor]]></kwd>
<kwd lng="es"><![CDATA[análisis de textos]]></kwd>
<kwd lng="es"><![CDATA[habilidades sociales]]></kwd>
<kwd lng="es"><![CDATA[conocimiento profesional]]></kwd>
<kwd lng="es"><![CDATA[Uruguay]]></kwd>
<kwd lng="pt"><![CDATA[atitudes docentes]]></kwd>
<kwd lng="pt"><![CDATA[avaliação docente]]></kwd>
<kwd lng="pt"><![CDATA[análise de textos]]></kwd>
<kwd lng="pt"><![CDATA[habilidades sociais]]></kwd>
<kwd lng="pt"><![CDATA[conhecimento profissional]]></kwd>
<kwd lng="pt"><![CDATA[Uruguai]]></kwd>
<kwd lng="en"><![CDATA[teacher attitudes]]></kwd>
<kwd lng="en"><![CDATA[teacher assessment]]></kwd>
<kwd lng="en"><![CDATA[textual analysis]]></kwd>
<kwd lng="en"><![CDATA[social skills]]></kwd>
<kwd lng="en"><![CDATA[professional knowledge]]></kwd>
<kwd lng="en"><![CDATA[Uruguay]]></kwd>
</kwd-group>
</article-meta>
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<given-names><![CDATA[Jun-min]]></given-names>
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<article-title xml:lang=""><![CDATA[Sentiment analysis in education research: a review of journal publications]]></article-title>
<source><![CDATA[Interactive Learning Environments]]></source>
<year>2020</year>
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<person-group person-group-type="author">
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<given-names><![CDATA[Ziyan]]></given-names>
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<name>
<surname><![CDATA[Yingnan]]></surname>
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<name>
<surname><![CDATA[Wenying]]></surname>
<given-names><![CDATA[Zhu]]></given-names>
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<name>
<surname><![CDATA[Yuanping]]></surname>
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<article-title xml:lang=""><![CDATA[A Meta-Analysis of Teachers&#8217; Job Burnout and Big Five Personality Traits]]></article-title>
<source><![CDATA[Frontiers in Education]]></source>
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