<?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>S1405-66662025000100087</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Creencias docentes acerca de la argumentación escrita en innovaciones curriculares en la educación secundaria chilena]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers&#8217; Beliefs about Written Argumentation in Curriculum Innovations in Chilean Middle School Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres Contreras]]></surname>
<given-names><![CDATA[María Lidia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bañales Faz]]></surname>
<given-names><![CDATA[Gerardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez Arce]]></surname>
<given-names><![CDATA[Marcia Elena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Perales-Escudero]]></surname>
<given-names><![CDATA[Moisés Damián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ahumada]]></surname>
<given-names><![CDATA[Silza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Andrés Bello Facultad de Educación y Ciencias Sociales ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Andrés Bello Facultad de Educación y Ciencias Sociales ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Andrés Bello Facultad de Educación y Ciencias Sociales ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Autónoma del Estado de Quintana Roo Departamento de Lenguas ]]></institution>
<addr-line><![CDATA[Chetumal Q.R.]]></addr-line>
<country>México</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad de Playa Ancha Facultad de Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[Valparaíso ]]></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>87</fpage>
<lpage>112</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662025000100087&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662025000100087&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662025000100087&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El propósito de este estudio es describir cualitativamente las creencias de 16 docentes chilenas(os) de educación secundaria sobre tres nuevos programas curriculares enfocados en la mejora de las habilidades de argumentación escrita. Mediante el análisis temático de entrevistas de recuerdo estimulado, se encontraron creencias mixtas sobre la claridad conceptual, orientaciones pedagógicas y características curriculares de los programas, identificando desafíos y facilitadores en su implementación. El profesorado cree necesitar más orientación teórica y didáctica para implementar los programas, señalando una posible desconexión entre los fundamentos conceptuales y las prácticas de enseñanza. Se evidencia la influencia de las creencias en la interpretación y adopción de los programas y se presentan implicaciones para la implementación efectiva de las innovaciones curriculares, además de recomendaciones para futuras investigaciones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this study is to provide a qualitative description of the beliefs of 16 Chilean secondary school teachers about three new curricular programs focused on improving written argumentation skills. By means of a thematic analysis of stimulated recall interviews, the authors observed mixed beliefs about the conceptual clarity, pedagogical orientations and curricular characteristics of the programs and identified challenges and facilitators for their implementation. The teachers believe they need more theoretical and pedagogical orientation to implement the programs, pointing out a possible disconnect between conceptual foundations and teaching practices. The influence of beliefs on the interpretation and adoption of the programs is highlighted, as well as its implications for the effective implementation of curricular innovations and recommendations for future research.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[creencias docentes]]></kwd>
<kwd lng="es"><![CDATA[argumentación]]></kwd>
<kwd lng="es"><![CDATA[escritura académica]]></kwd>
<kwd lng="es"><![CDATA[educación media]]></kwd>
<kwd lng="es"><![CDATA[innovaciones curriculares]]></kwd>
<kwd lng="en"><![CDATA[teaching beliefs]]></kwd>
<kwd lng="en"><![CDATA[argumentation]]></kwd>
<kwd lng="en"><![CDATA[academic writing]]></kwd>
<kwd lng="en"><![CDATA[secondary education, curricular innovations]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<given-names><![CDATA[Kristin]]></given-names>
</name>
<name>
<surname><![CDATA[Oyler]]></surname>
<given-names><![CDATA[Joseph]]></given-names>
</name>
<name>
<surname><![CDATA[Glina]]></surname>
<given-names><![CDATA[Monica]]></given-names>
</name>
<name>
<surname><![CDATA[Drewry]]></surname>
<given-names><![CDATA[Robert]]></given-names>
</name>
<name>
<surname><![CDATA[Kim]]></surname>
<given-names><![CDATA[Min]]></given-names>
</name>
<name>
<surname><![CDATA[Nelson]]></surname>
<given-names><![CDATA[Kathyn]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Toward a more dialogic pedagogy: Changing teachers&#8217; beliefs and practices through professional development in language arts classrooms]]></article-title>
<source><![CDATA[Language and Education]]></source>
<year>2017</year>
<volume>3</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>65-82</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
