<?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>S1688-93042024000101203</article-id>
<article-id pub-id-type="doi">10.18861/cied.2024.15.1.3540</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Problemas metodológico-didácticos del profesor novel: aprendiendo a enseñar en la práctica]]></article-title>
<article-title xml:lang="en"><![CDATA[Methodological-didactic problems of the novice teacher: learning to teach in practice]]></article-title>
<article-title xml:lang="pt"><![CDATA[Problemas metodológico-didáticos do professor novato: aprender a ensinar na prática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vargas Castro]]></surname>
<given-names><![CDATA[Erick Zorobabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica del Estado de Sinaloa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</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>15</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-93042024000101203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-93042024000101203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-93042024000101203&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La presente investigación tuvo como objetivo compilar los problemas metodológico-didácticos confrontados por el profesorado novel de Primaria, ante su preponderancia en el proceso de Aprender a enseñar. Más allá de considerarlos eventualidades endémicas del sujeto que inicia su ejercicio profesional, involucran la confluencia del &#8220;choque con la realidad&#8221; escolar, inexperiencia, vacíos formativos y la falta de una inserción profesional oportuna in situ. El estudio adoptó un enfoque mixto, soporte de un diseño analítico-explicativo, desde el cual se definió una muestra no probabilística de caso ideal-tipo con 70 profesores noveles que trabajaban en escuelas primarias del estado de Sinaloa, México. Los datos fueron recopilados mediante dos técnicas. La primera, Incidentes Críticos, registró las situaciones conflictivas imprevistas en diferentes momentos didácticos de la clase. La segunda, Cuestionario, representó un análisis de validación empírica bajo una Escala Likert con ítems de comprobación contradictoria. Los resultados exponen diversos indicadores y valores de la práctica docente, vinculados con la resolución de problemas, mediante un recurso ensayo-error, que son regulados espacial y temporalmente hasta poder transferirlos a situaciones similares para sobrevivir una realidad caótica, proyectada en cuatro dimensiones: 1) Estructura de clase, 2) Interacción didáctica, 3) Secuencia didáctica, 4) Autorregulación profesional. Se concluye que la atención de los diferentes problemas acontecidos en el inicio de su enseñanza profesional, aportan experiencias que diversifican la apropiación de saberes prácticos entre lo estratégico y procedimental.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research aimed to compile the methodological-didactic problems faced by novice primary school teachers, given their prevalence in the process of learning to teach. Beyond considering them as endemic eventualities for individuals starting their professional practice, these challenges involve the convergence of the "collision with reality" in the school environment, lack of experience, educational gaps, and the absence of timely on-site professional integration. The study adopted a mixed approach, supported by an analytical-explanatory design, from which a non-probabilistic sample of an ideal-type case sample was defined with seventy novice teachers working in primary schools in the state of Sinaloa, Mexico. Data were collected by means of two techniques. The first, Critical Incidents, recorded unforeseen conflicting situations at different didactic moments in the class. The second, a Questionnaire, represented an empirical validation analysis using a Likert Scale with contradictory check items. The results expose several indicators and values of teaching practice linked to problem-solving through a trial-error approach, which are spatially and temporally regulated until they can be transferred to similar situations to navigate a chaotic reality projected in four dimensions: 1) Class structure, 2) Didactic interaction, 3) Didactic sequence, 4) Professional self-regulation. It is concluded that addressing the different problems encountered at the beginning of their professional teaching contributes to experiences that diversify the acquisition of practical knowledge between the strategic and procedural.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo desta pesquisa foi compilar os problemas metodológico-didáticos enfrentados pelos professores iniciantes do ensino fundamental, dada a sua preponderância no processo de Aprender a Ensinar. Além de considerá-los como eventualidades endêmicas ao sujeito que inicia sua prática profissional, eles envolvem a confluência do "choque com a realidade escolar", a inexperiência, as lacunas de formação e a falta de uma inserção profissional oportuna in loco. O estudo adotou um enfoque misto, apoiado em um projeto analítico-explicativo, a partir do qual foi definida uma amostra não probabilística de Caso Tipo Ideal de 70 novos professores que trabalham em escolas primárias no estado de Sinaloa, México. Os dados foram coletados por meio de duas técnicas. A primeira, Incidentes Críticos, registrou situações de conflito imprevistas em diferentes momentos didáticos da aula. A segunda, Questionário, representou uma análise de validação empírica em uma Escala Likert com itens de verificação contraditórios. Os resultados expõem vários indicadores e valores da prática docente, vinculados à solução de problemas, por meio de um recurso de tentativa e erro, que são regulados espacial e temporalmente até que possam ser transferidos para situações semelhantes, a fim de sobreviver a uma realidade caótica projetada em quatro dimensões: 1) Estrutura da aula, 2) Interação didática, 3) Sequência didática, 4) Autorregulação profissional. Conclui-se que a atenção aos diferentes problemas encontrados no início de sua formação profissional proporciona experiências que diversificam a apropriação do conhecimento prático entre o estratégico e o processual.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[maestros principiantes]]></kwd>
<kwd lng="es"><![CDATA[métodos de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[didáctica]]></kwd>
<kwd lng="es"><![CDATA[experiencia en la enseñanza]]></kwd>
<kwd lng="es"><![CDATA[práctica]]></kwd>
<kwd lng="en"><![CDATA[beginning teachers]]></kwd>
<kwd lng="en"><![CDATA[teaching methods]]></kwd>
<kwd lng="en"><![CDATA[didactics]]></kwd>
<kwd lng="en"><![CDATA[teaching experience]]></kwd>
<kwd lng="en"><![CDATA[practice]]></kwd>
<kwd lng="pt"><![CDATA[professores iniciantes]]></kwd>
<kwd lng="pt"><![CDATA[métodos de ensino]]></kwd>
<kwd lng="pt"><![CDATA[didática]]></kwd>
<kwd lng="pt"><![CDATA[experiência de ensino]]></kwd>
<kwd lng="pt"><![CDATA[prática]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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