<?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>1688-7468</journal-id>
<journal-title><![CDATA[Páginas de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Pág. Educ.]]></abbrev-journal-title>
<issn>1688-7468</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias Humanas - Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-74682024000101202</article-id>
<article-id pub-id-type="doi">10.22235/pe.v17i1.3692</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aprendizajes percibidos por docentes que participan de un desarrollo profesional en línea sobre alfabetización]]></article-title>
<article-title xml:lang="pt"><![CDATA[Aprendizagens percebidas por professores que participam de um desenvolvimento profissional online sobre alfabetização]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Balbi]]></surname>
<given-names><![CDATA[Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bonilla]]></surname>
<given-names><![CDATA[Micaela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Techera]]></surname>
<given-names><![CDATA[Clara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Berrutti]]></surname>
<given-names><![CDATA[Sofía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hagen]]></surname>
<given-names><![CDATA[Alexa von]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica del Uruguay  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica del Uruguay  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Católica del Uruguay  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Católica del Uruguay  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Goethe-Universität Frankfurt am Main  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Germany</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>17</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-74682024000101202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-74682024000101202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-74682024000101202&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El desarrollo profesional docente tiene un papel fundamental en la mejora educativa, especialmente en su modalidad en línea (DPL), debido a su escalabilidad. A pesar de la creciente cantidad de DPL, pocos han sido evaluados empíricamente. Un grupo de 52 docentes de primaria participó en DPL de 152 horas y 4 meses, con un enfoque en prácticas basadas en evidencia en educación (PBEE) para la alfabetización. Se analizó cómo transitan el aprendizaje en línea y qué aprendizajes perciben y destacan a partir de su participación. El 84.6 % de los participantes no residían en la misma ciudad que la universidad responsable del programa, y el 75 % trabajaba en instituciones públicas. Se utilizó un enfoque de investigación mixta. Se recopilaron datos cuantitativos sobre la actividad en la plataforma Moodle y los resultados de las tareas. También se obtuvo información cualitativa a través de 7 entrevistas semiestructuradas y 2 grupos focales. El 98 % de los participantes completaron con éxito el DPL. Mostraron preferencia por actividades que implicaban evaluación formativa. Valoraron los aprendizajes relacionados con actividades prácticas de alfabetización y la enseñanza explícita del vocabulario. Aunque no refieren a contenidos teóricos sobre PBEE, señalaron que adquirieron respaldo en la evidencia para justificar sus prácticas. Los resultados sugieren que los DPL pueden ser efectivos si se contextualizan en la práctica docente, incorporan evidencia científica y utilizan formatos amigables, asequibles y accesibles]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Professional teacher development plays a pivotal role in educational improvement, particularly in its online format (OPD), given its scalability. Despite the increasing number of OPD, few have undergone empirical evaluation. A cohort of 52 primary school teachers participated in a 152-hour, 4-month OPD with a focus on evidence-based practices in education (EBPE) for literacy. The study examined how they navigated online learning and identified the learning outcomes they perceived as relevant based on their participation. 84.6% of participants did not reside in the same city as the university responsible for the program, and 75% worked in public institutions. A mixed-methods research approach was employed. Quantitative data were collected on activity within the Moodle platform and task outcomes. Qualitative insights were gathered through 7 semi-structured interviews and 2 focus groups. 98% of participants successfully completed the OPD. They showed a preference for activities involving formative assessment. They valued acquired knowledge related to practical literacy activities and explicit vocabulary instruction. While they did not explicitly refer to theoretical content on EBPE, they emphasized gaining evidence-based support for justifying their practices. The findings suggest that OPD can be effective if they are contextualized in teaching practice, incorporate scientific evidence, and employ friendly, affordable, and accessible formats.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O desenvolvimento profissional dos professores tem um papel fundamental na melhoria da educação, especialmente em sua modalidade online (DPO), devido à sua escalabilidade. Apesar do número crescente de DPO, poucos foram avaliados empiricamente. Um grupo de 52 professores do ensino fundamental participou de um programa de DPO de 152 horas e quatro meses, com foco em práticas educacionais baseadas em evidências (PEBE) para alfabetização. Analisamos como eles navegam no aprendizado on-line e qual aprendizado eles percebem e destacam como relevante em sua participação. 84,6 % dos participantes não moravam na cidade na qual está sediada a universidade responsável pelo programa, e 75 % trabalhavam em instituições públicas. Foi utilizada uma abordagem de pesquisa mista. Foram coletados dados quantitativos sobre a atividade na plataforma Moodle e os resultados das tarefas. Informações qualitativas foram obtidas por meio de 7 entrevistas semiestruturadas e 2 grupos focais. 98 % dos participantes concluíram o DPO com sucesso. Eles demonstraram preferência por atividades que envolvessem avaliação formativa. Eles valorizaram o aprendizado relacionado a atividades práticas de alfabetização e o ensino explícito de vocabulário. Embora não tenham se referido ao conteúdo teórico sobre PEBE, sinalizaram que adquiriram respaldo nas evidências para justificar suas práticas. Os resultados sugerem que os DPO podem ser eficazes se forem contextualizados na prática docente, incorporarem evidências científicas e usarem formatos amigáveis, econômicos e acessíveis.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[desarrollo profesional docente]]></kwd>
<kwd lng="es"><![CDATA[desarrollo profesional en línea]]></kwd>
<kwd lng="es"><![CDATA[alfabetización]]></kwd>
<kwd lng="es"><![CDATA[prácticas basadas en evidencia en educación]]></kwd>
<kwd lng="en"><![CDATA[professional teacher development]]></kwd>
<kwd lng="en"><![CDATA[online professional development]]></kwd>
<kwd lng="en"><![CDATA[literacy]]></kwd>
<kwd lng="en"><![CDATA[evidence-based practices in education]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento profissional de professores]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento profissional online]]></kwd>
<kwd lng="pt"><![CDATA[alfabetização]]></kwd>
<kwd lng="pt"><![CDATA[práticas educacionais baseadas em evidências]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Andréu]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Las técnicas de Análisis de Contenido: Una revisión actualizada]]></source>
<year>2000</year>
<publisher-name><![CDATA[Fundación Centro Estudios Andaluces]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Badri]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Alnuaimi]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Mohaidat]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Yang]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Al Rashedi]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Perception of teachers&#8217; professional development needs, impacts, and barriers: The Abu Dhabi case]]></article-title>
<source><![CDATA[Sage Open]]></source>
<year>2016</year>
<volume>6</volume>
<numero>3</numero>
<issue>3</issue>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bekhet]]></surname>
<given-names><![CDATA[A. K.]]></given-names>
</name>
<name>
<surname><![CDATA[Zauszniewski]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Methodological triangulation: An approach to understanding data]]></article-title>
<source><![CDATA[Nurse researcher]]></source>
<year>2012</year>
<volume>20</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>40-3</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bifuh-Ambe]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developing Successful Writing Teachers: Outcomes of Professional Development Exploring teachers&#8217; perceptions of themselves as writers and writing teachers and their students&#8217; attitudes and abilities to write across the curriculum]]></article-title>
<source><![CDATA[English Teaching: Practice and Critique]]></source>
<year>2013</year>
<volume>12</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>137-56</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bos]]></surname>
<given-names><![CDATA[C. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Mather]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Narr]]></surname>
<given-names><![CDATA[R. F.]]></given-names>
</name>
<name>
<surname><![CDATA[Babur]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Interactive, collaborative professional development in early literacy instruction: Supporting the balancing act]]></article-title>
<source><![CDATA[Learning Disabilities Research &amp; Practice]]></source>
<year>1999</year>
<volume>14</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>227-38</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bragg]]></surname>
<given-names><![CDATA[L. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Walsh]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Heyeres]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Successful design and delivery of online professional development for teachers: A systematic review of the literature]]></article-title>
<source><![CDATA[Computers &amp; Education]]></source>
<year>2021</year>
<volume>166</volume>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brown]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Zhang]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Is engaging in evidence&#8208;informed practice in education rational? What accounts for discrepancies in teachers&#8217; attitudes towards evidence use and actual instances of evidence use in schools?]]></article-title>
<source><![CDATA[British Educational Research Journal]]></source>
<year>2016</year>
<volume>42</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>780-801</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Castles]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Rastle]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Nation]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Ending the Reading Wars: Reading Acquisition From Novice to Expert]]></article-title>
<source><![CDATA[Psychological Science in the Public Interest]]></source>
<year>2018</year>
<volume>19</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>5-51</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Darling-Hammond]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
<name>
<surname><![CDATA[Hyler]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Gardner]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Effective Teacher Professional Development]]></source>
<year>2017</year>
<publisher-name><![CDATA[Learning Policy Institute]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Desimone]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Improving Impact Studies of Teachers&#8217; Professional Development: Toward Better Conceptualizations and Measures]]></article-title>
<source><![CDATA[Educational Researcher]]></source>
<year>2009</year>
<volume>38</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>181-99</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Duff]]></surname>
<given-names><![CDATA[F. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Clarke]]></surname>
<given-names><![CDATA[P. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Practitioner review: Reading disorders: What are effective interventions and how should they be implemented and evaluated?]]></article-title>
<source><![CDATA[Journal of Child Psychology and Psychiatry]]></source>
<year>2011</year>
<volume>52</volume>
<page-range>3-12</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Field]]></surname>
<given-names><![CDATA[A. P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Discovering statistics using IBM SPSS Statistics]]></source>
<year>2018</year>
<edition>5th ed</edition>
<publisher-loc><![CDATA[SAGE Publications ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fixsen]]></surname>
<given-names><![CDATA[D. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Naoom]]></surname>
<given-names><![CDATA[S. F.]]></given-names>
</name>
<name>
<surname><![CDATA[Blase]]></surname>
<given-names><![CDATA[K. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Friedman]]></surname>
<given-names><![CDATA[R. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Wallace]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<source><![CDATA[Implementation Research: A Synthesis of the Literature]]></source>
<year>2005</year>
<publisher-name><![CDATA[University of South Florida; Louis de la Parte Florida Mental Health Institute; The National Implementation Research Network]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Flick]]></surname>
<given-names><![CDATA[U.]]></given-names>
</name>
</person-group>
<source><![CDATA[Introducción a la investigación cualitativa]]></source>
<year>2013</year>
<edition>3.ª ed.</edition>
<publisher-name><![CDATA[Morata]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fryer]]></surname>
<given-names><![CDATA[L. K.]]></given-names>
</name>
<name>
<surname><![CDATA[Dinsmore]]></surname>
<given-names><![CDATA[D. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Promise and Pitfalls of Self-report: Development, research design and analysis issues, and multiple methods]]></article-title>
<source><![CDATA[Frontline Learning Research]]></source>
<year>2020</year>
<volume>8</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>1-9</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Garet]]></surname>
<given-names><![CDATA[M. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Porter]]></surname>
<given-names><![CDATA[A. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Desimone]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Birman]]></surname>
<given-names><![CDATA[B. F.]]></given-names>
</name>
<name>
<surname><![CDATA[Yoon]]></surname>
<given-names><![CDATA[K. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[What makes professional development effective? Results from a national sample of teachers]]></article-title>
<source><![CDATA[American Educational Research Journal]]></source>
<year>2001</year>
<volume>38</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>915-45</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gomes-Koban]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Calet]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Defior]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Programas de intervención en psicología educativa: tendiendo puentes entre la investigación y la práctica]]></article-title>
<source><![CDATA[Anales de Psicología]]></source>
<year>2019</year>
<volume>35</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>378-88</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[He]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Bagwell]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Collaborative Learning through Online Professional Development]]></article-title>
<source><![CDATA[The Teacher Educator]]></source>
<year>2023</year>
<volume>58</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>15-28</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Heller]]></surname>
<given-names><![CDATA[J. I.]]></given-names>
</name>
<name>
<surname><![CDATA[Daehler]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Wong]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Shinohara]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Miratrix]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Differential effects of three professional development models on teacher knowledge and student achievement in elementary science]]></article-title>
<source><![CDATA[Journal of Research in Science Teaching]]></source>
<year>2012</year>
<volume>49</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>333-62</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<collab>Instituto Nacional de Evaluación Educativa</collab>
<source><![CDATA[Los maestros recientemente egresados. ¿Cuáles son sus perspectivas sobre su formación y la primera etapa de la vida profesional?]]></source>
<year>2016</year>
<publisher-name><![CDATA[INEEd]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<collab>Instituto Nacional de Evaluación Educativa</collab>
<source><![CDATA[Informe de la Encuesta Nacional Docente 2015]]></source>
<year>2017</year>
<month>a</month>
<publisher-name><![CDATA[INEEd]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<collab>Instituto Nacional de Evaluación Educativa</collab>
<source><![CDATA[Informe sobre el estado de la educación en Uruguay 2015-2016]]></source>
<year>2017</year>
<month>b</month>
<publisher-name><![CDATA[INEEd]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jiang]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Ma]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Gao]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Assessing teachers&#8217; metacognition in teaching: The teacher metacognition inventory]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2016</year>
<volume>59</volume>
<page-range>403-13</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jiménez]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[O&#8217;Shanahan]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effects of web-based training on Spanish pre-service and in-service teacher knowledge and implicit beliefs on learning to read]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2016</year>
<volume>55</volume>
<page-range>175-87</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lindvall]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Ryve]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Coherence and the positioning of teachers in professional development programs. A systematic review]]></article-title>
<source><![CDATA[Educational Research Review]]></source>
<year>2019</year>
<volume>27</volume>
<page-range>140-54</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Loucks-Horsley]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Stiles]]></surname>
<given-names><![CDATA[K. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Mundry]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Love]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Hewson]]></surname>
<given-names><![CDATA[P. W.]]></given-names>
</name>
</person-group>
<source><![CDATA[Designing professional development for teachers of science and mathematics]]></source>
<year>2010</year>
<edition>3 ed.</edition>
<publisher-name><![CDATA[Corwin Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Markussen-Brown]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Juhl]]></surname>
<given-names><![CDATA[C. B.]]></given-names>
</name>
<name>
<surname><![CDATA[Piasta]]></surname>
<given-names><![CDATA[S. B.]]></given-names>
</name>
<name>
<surname><![CDATA[Bleses]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Højen]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Justice]]></surname>
<given-names><![CDATA[L. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effects of language-and literacy-focused professional development on early educators and children: A best-evidence meta-analysis]]></article-title>
<source><![CDATA[Early Childhood Research Quarterly]]></source>
<year>2017</year>
<volume>38</volume>
<page-range>97-115</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Means]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Toyama]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Murphy]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Bakia]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Jones]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<source><![CDATA[Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies]]></source>
<year>2009</year>
<publisher-name><![CDATA[Centre for Learning Technology]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Meyer]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Kleinknecht]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Richter]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[What makes online professional development effective? The effect of quality characteristics on teachers&#8217; satisfaction and changes in their professional practices]]></article-title>
<source><![CDATA[Computers &amp; Education]]></source>
<year>2023</year>
<volume>200</volume>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="book">
<collab>Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura</collab>
<source><![CDATA[Informe de Seguimiento de la Educación en el Mundo 2020: Inclusión y educación: Todos y todas sin excepción]]></source>
<year>2020</year>
<publisher-name><![CDATA[UNESCO]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Parsons]]></surname>
<given-names><![CDATA[S. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Hutchison]]></surname>
<given-names><![CDATA[A. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Hall]]></surname>
<given-names><![CDATA[L. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Parsons]]></surname>
<given-names><![CDATA[A. W.]]></given-names>
</name>
<name>
<surname><![CDATA[Ives]]></surname>
<given-names><![CDATA[S. T.]]></given-names>
</name>
<name>
<surname><![CDATA[Leggett]]></surname>
<given-names><![CDATA[A. B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[US teachers&#8217; perceptions of online professional development]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2019</year>
<volume>82</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>33-42</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Prytula]]></surname>
<given-names><![CDATA[M. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher metacognition within the professional learning community]]></article-title>
<source><![CDATA[International Education Studies]]></source>
<year>2012</year>
<volume>5</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>112-21</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Tercer censo docente sobre formación continua]]></article-title>
<source><![CDATA[Revista de Educación]]></source>
<year>2016</year>
</nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rousseau]]></surname>
<given-names><![CDATA[D. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Gunia]]></surname>
<given-names><![CDATA[B. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Evidence-based practice: The psychology of EBP implementation]]></article-title>
<source><![CDATA[Annual Review of Psychology]]></source>
<year>2016</year>
<volume>67</volume>
<page-range>667-92</page-range></nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sánchez,]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<source><![CDATA[Metodologías cualitativas en la investigación educativa]]></source>
<year>2020</year>
<publisher-name><![CDATA[Unimagdalena]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Slavin]]></surname>
<given-names><![CDATA[R. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Lake]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Chambers]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Cheung]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Davis]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effective Reading Programs for the Elementary Grades: A Best-Evidence Synthesis]]></article-title>
<source><![CDATA[Review of Educational Research]]></source>
<year>2009</year>
<volume>79</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>1391-466</page-range></nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Taylor]]></surname>
<given-names><![CDATA[S. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Bogdan]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Introducción a los métodos cualitativos de investigación]]></source>
<year>1987</year>
<publisher-name><![CDATA[Paidós]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Thiede]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Best practices with online courses]]></article-title>
<source><![CDATA[US-China Education Review A]]></source>
<year>2012</year>
<numero>2</numero>
<issue>2</issue>
<page-range>135-41</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vaillant]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Manso]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Formación inicial y carrera docente en América Latina: una mirada global y regional]]></article-title>
<source><![CDATA[Ciencia y Educación]]></source>
<year>2022</year>
<volume>6</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>109-18</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[von Hagen]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Balbi]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Prácticas Basadas en Evidencia en Educación]]></source>
<year>2021</year>
<publisher-name><![CDATA[Universidad Católica del Uruguay]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wetzel]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Böhnke]]></surname>
<given-names><![CDATA[J. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Brown]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Response biases]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Leong]]></surname>
<given-names><![CDATA[F. T. L.]]></given-names>
</name>
</person-group>
<source><![CDATA[The ITC international handbook of testing and assessment]]></source>
<year>2016</year>
<page-range>349-63</page-range><publisher-name><![CDATA[Oxford University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Yoon]]></surname>
<given-names><![CDATA[K. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Duncan]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Lee]]></surname>
<given-names><![CDATA[S. W.-Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Scarloss]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Shapley]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<source><![CDATA[Reviewing the evidence on how teacher professional development affects student achievement]]></source>
<year>2007</year>
<publisher-name><![CDATA[Department of Education; Institute of Education Sciences; National Center for Education Evaluation and Regional Assistance; Regional Educational Laboratory Southwest]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
