<?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>S1405-66662017000401095</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Formación continuada del profesorado, mejora de la enseñanza y de los aprendizajes del alumnado]]></article-title>
<article-title xml:lang="en"><![CDATA[In-service Teacher Education, Improvement of Teaching and Student Learning]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González González]]></surname>
<given-names><![CDATA[María Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cutanda López]]></surname>
<given-names><![CDATA[María Trinidad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Murcia Facultad de Educación Departamento de Didáctica y Organización Escolar]]></institution>
<addr-line><![CDATA[Murcia ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Murcia Facultad de Educación Departamento de Didáctica y Organización Escolar]]></institution>
<addr-line><![CDATA[Murcia ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>22</volume>
<numero>75</numero>
<fpage>1095</fpage>
<lpage>1116</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662017000401095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662017000401095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662017000401095&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo, que deriva una investigación más amplia, aborda la incidencia de la formación continuada del profesorado en la mejora de la enseñanza y los aprendizajes del alumnado. El punto de partida es que, aunque dicha formación debería contribuir a aprendizajes docentes para mejorar la enseñanza, la experiencia escolar y los aprendizajes del alumnado, esa incidencia no siempre es lineal, ni evidente. Los datos proceden de un cuestionario en línea, cumplimentado por docentes de enseñanza obligatoria de varias comunidades autónomas de España. Los resultados indican que los docentes suelen valorar más positivamente la incidencia en sus aprendizajes que en los del alumnado; existen diferencias significativas entre comunidades autónomas, etapas educativas (primaria/secundaria) y género. El menor impacto se sitúa en la atención al alumnado más rezagado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article, which is derived from broader research, addresses the influence of in-service teacher education on improving teaching and student learning. Although such training should contribute to in-service teachers&#8217; learning in order to improve teaching, scholastic experience, and student learning, such influence is not always linear or evident. The data proceed from an online questionnaire answered by teachers in compulsory education in various autonomous communities of Spain. The results indicate that teachers tend to evaluate more positively the influence on their own learning than on student learning; significant differences exist among autonomous communities, educational levels (elementary/secondary), and gender. The least impact is on attention to underprivileged students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[desarrollo profesional]]></kwd>
<kwd lng="es"><![CDATA[educación obligatoria]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[professional development]]></kwd>
<kwd lng="en"><![CDATA[compulsory education]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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