<?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>S1405-66662025000100037</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Impacto de un programa de acompañamiento a la práctica pedagógica: un análisis con eye tracking]]></article-title>
<article-title xml:lang="en"><![CDATA[How Accompaniment Programs Impact on Pedagogical Practice: An Analysis with Eye Tracking Data]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villalta-Paucar]]></surname>
<given-names><![CDATA[Marco Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Assael Budnik]]></surname>
<given-names><![CDATA[Cecilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martinic Valencia]]></surname>
<given-names><![CDATA[Sergio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rebolledo Etchepare]]></surname>
<given-names><![CDATA[Jéssica Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Santiago de Chile Escuela de Psicología ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Chile Facultad de Educación ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Aysén Departamento de Ciencias Sociales y Humanidades ]]></institution>
<addr-line><![CDATA[Coyhaique ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Santiago de Chile Escuela de Psicología ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<volume>30</volume>
<numero>104</numero>
<fpage>37</fpage>
<lpage>57</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662025000100037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662025000100037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662025000100037&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo analiza las estructuras conversacionales, los criterios de mediación y el comportamiento ocular en el aula de profesoras de educación básica en diferentes contextos socioeducativos, antes y después de un proceso de acompañamiento en la reflexión de la práctica pedagógica de aula. Se empleó un método mixto con enfoque cuantitativo de diseño pre y post programa. Participaron siete profesoras de educación básica en escuelas urbanas y rurales de Chile. Se registraron clases reales con uso de lentes de seguimiento ocular y se implementó un programa de acompañamiento a la reflexión de la práctica de 180 horas. Los resultados mostraron que la mirada de las profesoras al rostro del estudiantado se incrementa significativamente en las estructuras de conversación con criterio de mediación post programa. Las implicaciones son discutidas en las conclusiones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyzes the conversational structures, mediation criteria and eye behavior observed within the classroom of elementary and middle school education teachers from different socio-educational contexts, before and after a process of accompaniment for the reflection on classroom pedagogical practice. A mixed method was applied with a quantitative approach of pre- and post-program design. Seven elementary and middle school teachers in urban and rural schools in Chile took part in this study. Actual classes were recorded using eye-tracking lenses and a 180-hour program was implemented to support the reflection of the practice. The results showed that the teachers&#8217; gaze at the students&#8217; faces significantly increased in the conversation structures with post-program mediation criteria. The implications are discussed in the conclusion.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[salón de clases]]></kwd>
<kwd lng="es"><![CDATA[práctica docente]]></kwd>
<kwd lng="es"><![CDATA[formación continua]]></kwd>
<kwd lng="es"><![CDATA[educación básica]]></kwd>
<kwd lng="es"><![CDATA[comunicación no verbal]]></kwd>
<kwd lng="en"><![CDATA[classroom]]></kwd>
<kwd lng="en"><![CDATA[teaching practice]]></kwd>
<kwd lng="en"><![CDATA[continuing education]]></kwd>
<kwd lng="en"><![CDATA[basic education]]></kwd>
<kwd lng="en"><![CDATA[nonverbal communication]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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