<?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>1688-9304</journal-id>
<journal-title><![CDATA[Cuadernos de Investigación Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Cuad. Investig. Educ.]]></abbrev-journal-title>
<issn>1688-9304</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educación Universidad ORT Uruguay]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-93042018000100013</article-id>
<article-id pub-id-type="doi">10.18861/cied.2018.9.1.2818</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Colaboración y uso de las TIC como factores del desarrollo profesional docente en el contexto educativo uruguayo. Protocolo de análisis para un estudio de casos múltiple]]></article-title>
<article-title xml:lang="en"><![CDATA[Collaboration and use of ICT as factors of professional teacher development in the Uruguayan educational context. Analysis protocol for a multiple case-study]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Questa-Torterolo]]></surname>
<given-names><![CDATA[Mariela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Gómez]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meneses]]></surname>
<given-names><![CDATA[Julio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitat Autònoma de Barcelona  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitat Autònoma de Barcelona  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universitat Oberta de Catalunya  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>9</volume>
<numero>1</numero>
<fpage>13</fpage>
<lpage>34</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-93042018000100013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-93042018000100013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-93042018000100013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La colaboración entre docentes, con o sin uso de las tecnologías de la información y la comunicación (TIC), constituye un factor determinante en su desarrollo profesional y, en consecuencia, un elemento clave para el buen funcionamiento de los centros educativos y la calidad del sistema escolar. Por este motivo, y dada la escasez de investigaciones sobre el tema en Uruguay fueron exploradas las formas que adopta la colaboración con fines profesionales y los usos de las TIC con estos fines. El diseño del estudio siguió la estrategia de estudio de caso múltiple para el que se seleccionaron cuatro escuelas primarias y cuatro centros de enseñanza secundaria en el departamento de Colonia. En cada centro se aplicó una entrevista en profundidad al director y a dos docentes identificados por sus actitudes hacia la colaboración a partir de un grupo de discusión realizado entre docentes. Asimismo se recolectaron datos del contexto y se realizaron observaciones no participantes de la infraestructura y del ambiente escolar. Los datos fueron procesados según un protocolo de análisis por capas mediante el que se describieron dos casos en detalle. Luego se buscaron patrones entre dichos casos y temas transversales. Por último se organizaron los hallazgos en una meta-matriz para mostrar los vínculos entre qué se identifica como colaboración docente, cuáles son las formas más usuales de colaboración y cuál es el rol de las TIC en el trabajo colaborativo teniendo en cuenta el contexto particular de los casos descriptos. Las principales conclusiones están asociadas al uso de los espacios de socialización y reflexión sobre las prácticas en los centros estudiados y a la manera en que los docentes y la dirección pueden aprovechar esas instancias para el intercambio sobre aspectos ligados a lo pedagógico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Collaboration between teachers, with or without the use of information and communication technologies (ICT), is a determining factor in their professional development and, therefore, a key element for the proper functioning of educational centers and the quality of school system. For such reason, and given the paucity of research on the subject in Uruguay, the forms adopted by collaboration for professional purposes and the uses of ICT for said purposes were explored. The study design followed the multiple case-study strategy for which four primary schools and four secondary schools were selected in the department of Colonia. At each center, an in-depth interview was conducted with the principal and two teachers identified for their attitudes toward collaboration from a discussion group conducted by teachers. In addition, context data were collected and non-participant observations of infrastructure and school environment were carried out. The data were processed according to a layer analysis protocol, in which two cases were described in detail. Patterns between these cases and cross-cutting themes were then sought. Finally, the findings were organized in a meta-matrix in order to show the links between what is identified as teacher collaboration, which are the most common forms of collaboration and what is the role of ICT in collaborative work, taking into account the particular context of the cases described. The main conclusions are associated with the use of spaces for socialization and reflection on the practices in the centers studied, and the way in which teachers and management can take advantage of these instances for the exchange on pedagogical aspects.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[colaboración docente]]></kwd>
<kwd lng="es"><![CDATA[desarrollo profesional]]></kwd>
<kwd lng="es"><![CDATA[gestión del conocimiento]]></kwd>
<kwd lng="es"><![CDATA[TIC]]></kwd>
<kwd lng="es"><![CDATA[estudio de casos]]></kwd>
<kwd lng="en"><![CDATA[teacher collaboration]]></kwd>
<kwd lng="en"><![CDATA[professional development]]></kwd>
<kwd lng="en"><![CDATA[knowledge management]]></kwd>
<kwd lng="en"><![CDATA[ICT]]></kwd>
<kwd lng="en"><![CDATA[case studies]]></kwd>
</kwd-group>
</article-meta>
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