<?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>S1688-93042022000200022</article-id>
<article-id pub-id-type="doi">10.18861/cied.2022.13.2.3244</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Una revisión sobre programas de observación de la práctica educativa]]></article-title>
<article-title xml:lang="en"><![CDATA[A Review on Educational Practice Observation Programs]]></article-title>
<article-title xml:lang="pt"><![CDATA[Uma revisão dos programas de observação da prática educativa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Verástegui Martínez]]></surname>
<given-names><![CDATA[Macarena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Úbeda Gómez]]></surname>
<given-names><![CDATA[Jorge]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Manso Ayuso]]></surname>
<given-names><![CDATA[Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Madrid Fundación Promaestro ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Madrid  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>13</volume>
<numero>2</numero>
<fpage>22</fpage>
<lpage>42</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-93042022000200022&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-93042022000200022&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-93042022000200022&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta la revisión de 58 programas internacionales de observación de la práctica educativa, con el propósito de obtener una panorámica internacional sobre la cuestión y comprender qué tipo de desarrollo profesional docente subyace en función del modelo de observación ejecutado: evaluativo, de desarrollo y colaborativo (Gosling, 2005). Específicamente, se persiguen tres objetivos: (1) describir los programas; (2) identificar si existe una tendencia internacional; (3) conocer el grado de impulso del modelo colaborativo. A partir del método análisis documental se han examinado las siguientes variables: (i) características generales; (ii) objetivo perseguido; (iii) métodos utilizados; (iv) papel de la observación. Los resultados muestran la tendencia en alza de programas que fomentan la observación colaborativa y la confrontación aún existente entre este modelo y el evaluativo. Las líneas de investigación futuras son diversas, entre las que destacan: estudiar el impacto de estos programas en el desempeño docente y el aprendizaje del alumnado, ya que la mayoría no recoge esta información, y analizar con mayor profundidad los modelos de observación impulsados en cada programa. Para lograr ambas, es importante superar las limitaciones de esta investigación, ampliando el número de programas revisados y centrar el análisis en alguna área geográfica concreta o realizar un estudio comparado entre diversos países, que permita comprender en profundidad la orientación de las políticas de desarrollo profesional docente a través de la observación de la práctica educativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper features a review of 58 international observation programs of educational practice to get an international approach about it and to understand what kind of teacher professional development is launched according to observation model developed: evaluation, development and collaborative (Gosling, 2005). Specifically, we pursue three objectives: (1) to describe the programs; (2) to identify if there is an international trend; (3) to understand the reach of the collaborative model. We examine the following categories through documental analysis: (i) general aspects; (ii) objective; (iii) methods; (iv) role of observation. Results show a rising trend in collaborative programs among teachers and, also, they show a confrontation still present today between the evaluative and the collaborative models. There are several future research areas, highlighting two of them: to study the impact of programs in teacher performance and student learning, as most of them don&#8217;t gather this information, and to analyze in depth the observation models which are executed in each program. To achieve both, it is important to rise above the limitations of this research, by expanding the number of reviewed programs, focusing on a geographic area or doing a comparative study between countries as to better understand teacher professional development policies through the observation of educational practice.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta uma revisão de 58 programas internacionais de observação da prática educativa, a fim de obter um panorama internacional da questão e compreender que tipo de desenvolvimento profissional docente está subjacente em função do modelo de observação implementado: avaliativo, desenvolvimentista e colaborativo (Gosling, 2005). Especificamente, pretende-se atingir três objetivos: (1) descrever os programas; (2) identificar se há tendência internacional; (3) conhecer o grau de promoção do modelo colaborativo. Utilizando o método de análise documental, foram examinadas as seguintes variáveis: (i) características gerais; (ii) objetivo perseguido; (iii) métodos utilizados; (iv) papel da observação. Os resultados mostram a tendência ascendente dos programas que promovem a observação colaborativa e o confronto ainda existente entre este modelo e o avaliativo. As futuras linhas de pesquisa são diversas, dentre as quais se destacam: estudar o impacto desses programas no desempenho docente e na aprendizagem dos alunos, já que a maioria não coleta essas informações, e analisar com maior profundidade os modelos de observação conduzida em cada programa. Para tanto, é importante superar as limitações desta pesquisa, ampliando o número de programas revisados &#8203;&#8203;e focando a análise em uma área geográfica específica ou realizando um estudo comparativo entre diferentes países que permita entender a orientação das políticas de desenvolvimento profissional do professor através da observação da prática educativa.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[observación]]></kwd>
<kwd lng="es"><![CDATA[enseñanza reflexiva]]></kwd>
<kwd lng="es"><![CDATA[práctica educativa]]></kwd>
<kwd lng="es"><![CDATA[comunidades de práctica]]></kwd>
<kwd lng="es"><![CDATA[colaboración docente]]></kwd>
<kwd lng="es"><![CDATA[desarrollo profesional]]></kwd>
<kwd lng="en"><![CDATA[observation]]></kwd>
<kwd lng="en"><![CDATA[reflective teaching]]></kwd>
<kwd lng="en"><![CDATA[educational practice]]></kwd>
<kwd lng="en"><![CDATA[communities of practice]]></kwd>
<kwd lng="en"><![CDATA[teacher collaboration]]></kwd>
<kwd lng="en"><![CDATA[professional development]]></kwd>
<kwd lng="pt"><![CDATA[observação]]></kwd>
<kwd lng="pt"><![CDATA[ensino reflexivo]]></kwd>
<kwd lng="pt"><![CDATA[prática educacional]]></kwd>
<kwd lng="pt"><![CDATA[comunidades de prática]]></kwd>
<kwd lng="pt"><![CDATA[colaboração docente]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento profissional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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