<?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>S1688-93042023000301209</article-id>
<article-id pub-id-type="doi">10.18861/cied.2023.14.2.3430</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Desafíos y oportunidades para la formación continua del profesorado en Uruguay]]></article-title>
<article-title xml:lang="en"><![CDATA[Challenges and opportunities for teacher professional development in Uruguay]]></article-title>
<article-title xml:lang="pt"><![CDATA[Desafios e oportunidades para a formação continuada de professores no Uruguai]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mels]]></surname>
<given-names><![CDATA[Cindy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lagoa]]></surname>
<given-names><![CDATA[Leticia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Collazzi]]></surname>
<given-names><![CDATA[Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cuevasanta]]></surname>
<given-names><![CDATA[Diego]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica del Uruguay Departamento de Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de la República Facultad de Psicología Instituto de Psicología, Educación y Desarrollo Humano]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>14</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-93042023000301209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-93042023000301209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-93042023000301209&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La formación continua del profesorado compone un elemento imprescindible de sistemas educativos capaces de atender a las demandas y desafíos en un mundo cambiante. No obstante, se presentan varias barreras a la participación docente en propuestas de desarrollo profesional, particularmente en América Latina. La incorporación de las TIC en su diseño conlleva el potencial de mejorar su accesibilidad y calidad. Este trabajo propone, con base en un estudio cualitativo en centros de educación secundaria pública en Uruguay, (1) explorar los obstáculos que se presentan frente a la participación de los docentes en propuestas de formación continua y (2) recoger elementos a tener en cuenta a la hora de diseñar una oferta online que sea considerada útil y válida. Participaron 54 docentes de dos liceos de Montevideo (59,2 %) y dos del interior del país (40,8 %) en grupos focales. Utilizando un abordaje temático analítico jerárquico, se establecieron temas emergentes que abordan el potencial de la formación continua, sus estrategias pedagógicas preferidas, la inversión de tiempo, el trabajo en equipo y el encuentro con otros, así como preferencias específicas acerca de actividades y herramientas digitales. Este trabajo aporta recomendaciones para el diseño de una oferta de formación continua dirigida a docentes que incorporan las TIC, a la vez que da pistas para entender los procesos que influyen en la participación y adherencia de los docentes a actividades formales de desarrollo profesional, contextualizándolos en el marco de los desafíos estructurales que atraviesa la profesión en la región]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Continuing teacher education is a necessary component of educational systems capable of attending to the demands and educational challenges in a fast-changing world. However, several barriers obstruct teachers' participation in professional development initiatives, particularly in Latin America. The incorporation of ICT in its design may help to overcome certain obstacles. This paper proposes, based on a case study of public secondary education in Uruguay, to (1) explore the obstacles that teachers encounter regarding their participation in initiatives of lifelong professional learning and (2) collect elements that should be considered when designing an online initiative, for it to be considered useful and valid. Fifty-four teachers from 2 secondary schools in Montevideo (59,2 %) and two schools in the country's interior (40,8 %) participated in focus group discussions. Using a thematic framework analysis approach, we established emerging themes referring to the potential of lifelong learning, preferred pedagogical strategies, time investment, teamwork, encounters with others, and specific preferences regarding digital tools and activities. Beyond the concrete recommendations regarding the design of professional development initiatives for teachers incorporating ICT that can be drawn from this study, it also contributes elements for understanding the processes that affect the participation and adherence of teachers in formal professional development activities, contextualized within the structural challenges faced by the teacher profession in the region.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A formação contínua de professores é um elemento essencial dos sistemas educacionais capazes de atender às demandas e desafios educacionais em um mundo em mudança. No entanto, existem várias barreiras à participação dos professores nas propostas de desenvolvimento profissional, principalmente na América Latina. A incorporação das TIC em seu design traz o potencial de melhorar sua acessibilidade e qualidade. Este trabalho se propõe, a partir de um estudo qualitativo em centros públicos de educação secundária no Uruguai, (1) explorar os obstáculos que se apresentam diante da participação dos professores em propostas de formação contínua e (2) coletar elementos a serem considerados ao projetar uma oferta online considerada útil e válida. Cinquenta e quatro professores de dois colégios de Montevidéu (59,2%) e dois do interior do país (40,8 %) participaram dos grupos focais. Numa abordagem temática analítica hierárquica, foram estabelecidos temas emergentes que abordam as potencialidades da formação contínua, as suas estratégias pedagógicas preferidas, o investimento de tempo, o trabalho em equipa e o encontro com os outros, bem como preferências específicas sobre atividades e ferramentas digitais. Este trabalho fornece recomendações concretas para o desenho de uma oferta de formação contínua para professores que incorporam as TIC, ao mesmo tempo que fornece pistas para compreender os processos que influenciam a participação e adesão dos professores às atividades formais de desenvolvimento profissional, contextualizando-as no quadro dos desafios estruturais enfrentados pela profissão na região.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[desarrollo profesional]]></kwd>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[América del Sur]]></kwd>
<kwd lng="es"><![CDATA[investigación cualitativa]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[professional development]]></kwd>
<kwd lng="en"><![CDATA[distance education]]></kwd>
<kwd lng="en"><![CDATA[South America]]></kwd>
<kwd lng="en"><![CDATA[qualitative research]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento profissional]]></kwd>
<kwd lng="pt"><![CDATA[educação a distância]]></kwd>
<kwd lng="pt"><![CDATA[América do Sul]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa qualitativa]]></kwd>
</kwd-group>
</article-meta>
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