<?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>S1665-26732023000200010</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La escritura de la tesis: concepciones, creencias y actitudes de doctorandos en educación]]></article-title>
<article-title xml:lang="en"><![CDATA[Writing a thesis: conceptions, beliefs, and attitudes from doctoral students in education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rey Castillo]]></surname>
<given-names><![CDATA[Marisol]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Velásquez Upegui]]></surname>
<given-names><![CDATA[Eva Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico y de Estudios Superiores de Monterrey  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></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>10</fpage>
<lpage>34</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-26732023000200010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-26732023000200010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-26732023000200010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Resumen La escritura de una tesis doctoral es compleja porque requiere una suma de habilidades lingüísticas, investigativas, disciplinares, integradoras, organizativas y autorreguladoras. Esto hace que el doctorando pueda enfrentarse con diversas dificultades. El presente trabajo bajo el método de estudio de caso tuvo como objetivo identificar las concepciones, creencias y actitudes de los estudiantes de un programa de doctorado en educación sobre su propio proceso de escritura de la tesis y las dificultades que afrontan a partir de sus experiencias, opiniones y vivencias, obtenidas a través de una entrevista semiestructurada. Los resultados muestran que, aunque los doctorandos valoran la escritura como herramienta de transformación del conocimiento, son productivos, cuentan con estrategias de autorregulación y organización y demuestran una actitud positiva hacia el acto de escribir, consideran que es necesario recibir más apoyo por parte del programa para guiar y optimizar su proceso. Se concluye que en los programas doctorales es necesario fortalecer la formación en la escritura de la tesis doctoral como género textual, generando flexibilidad en el proceso para una mejor orientación y acompañamiento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Abstract The writing of a doctoral thesis is complex because it requires a combination of linguistic, investigative, disciplinary, integrative, organizational, and self-regulatory skills. This can cause doctoral students to face various difficulties. The present work under the case study method had as objective to identify the conceptions, beliefs, and attitudes of students in an education doctoral program about their own thesis writing process and the difficulties they face based on their experiences, opinions, and experiences. The results show that although the doctoral students value writing as a tool for transforming knowledge, they are productive, have self-regulation and organization strategies, and demonstrate a positive attitude towards the act of writing, they consider that more support from the program is necessary to guide and optimize their process. As a conclusion, it is necessary to strengthen training in doctoral thesis writing as a textual genre, generating flexibility in the process for better guidance and support.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Escritura]]></kwd>
<kwd lng="es"><![CDATA[estudios de posgrado]]></kwd>
<kwd lng="es"><![CDATA[producción académica]]></kwd>
<kwd lng="es"><![CDATA[producción científica]]></kwd>
<kwd lng="es"><![CDATA[producción del conocimiento]]></kwd>
<kwd lng="en"><![CDATA[Writing]]></kwd>
<kwd lng="en"><![CDATA[postgraduate studies]]></kwd>
<kwd lng="en"><![CDATA[academic production]]></kwd>
<kwd lng="en"><![CDATA[scientific production]]></kwd>
<kwd lng="en"><![CDATA[knowledge production]]></kwd>
</kwd-group>
</article-meta>
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