Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The inclusion of artificial intelligence in the educational field has gained strength in recent years. For this research, two objectives have been considered: a) to understand the conceptions, strategies, and emotions experienced by graduate-level professors regarding the incorporation of AI in their teaching processes; and b) to analyze the opportunities that professors recognize in incorporating these tools into their educational practices. This is a qualitative study with a phenomenological design, analyzed through a dialogical model of teacher identity. An interview guide was applied to a total of 11 graduate-level professors from two private Peruvian universities. Among the results, initial adverse emotions, such as fear and distrust towards new technologies, stand out, although some professors are transforming their practices through the reflective adoption of AI. Recognizing and subsequently managing AI as contingencies or critical incidents facilitates the enrichment of educational strategies, which significantly contributes to the transformation of teacher identity and professional development. The contribution of this work lies in its novelty in deepening the emotions and conceptions of teachers towards AI and identifying its potential uses.

The objective of this paper is to share the results of the implementation of an educational experience consisting in the adoption of a system of accompaniment for graduate thesis students at the Adventist University of Chile, within the framework of a global management in the graduate unit. The experience is framed in the total offer of graduate programs of the institution, considering a progressive process that included a diagnostic process, the design of an action plan, the intervention of the curriculum, the regulatory adaptation, the generation of a basic curriculum matrix and the implementation of the system. The results report: the unification of the criteria of the graduate programs, the updating of the regulations of the graduate theses, the generation of basic guide documents for the graduate theses, the permanent accompaniment of the graduate management to the thesis student, the systematization of the teaching experience and the completion of the work in article format with publication quality in indexed journals. It is concluded that the experience has been positive in that it qualifies and improves the necessary support to the student, but above all it strengthens the training experience, resulting in texts of research quality and qualification in the skills of graduates.

This article presents the results of a qualitative study on the teaching of geometric content developed by future mathematics teachers. It seeks to characterize the mathematical work of participants when solving a proposal for teaching geometry using technology in a simulated and collaborative context. The analyses are based on Mathematical Work Spaces (MWS) and the design of tasks in mathematics education. The results reveal the different components activated when analyzing the personal and ideal MWS of future teachers. Finally, aspects of mathematical work are discussed, and a conclusion is drawn on the limitations and contributions of the study for the initial training of teachers.

Educational systems face challenges in teacher retention, turnover and attrition in the general teaching population, but particularly among teachers who have recently graduated. Hoping to contribute to the debate in the context of COVID-19, the research aimed to determine the magnitude and evolution of teacher retention, turnover, and attrition before and during the pandemic among teachers and new teachers in Chile. Using a cohort design, the sample consisted of primary and secondary school teachers between 2016 and 2024, excluding those who were legally retired. The results show an increase in retention after the pandemic and a decrease in turnover and attrition, especially in the first year of the educational crisis due to COVID-19. This effect persists for three educational cycles among the generation entering the teaching profession in 2020. The conclusions highlight the urgency of studying the topic comprehensively, with mixed methods and longitudinal designs, with the aim of considering the COVID-19 crisis as an opportunity to learn about the conditions that contributed to teacher retention in the general population and among novice teachers.

This study aimed to examine the relationship between university professors' teaching styles, perceived pedagogical practices, and their influence on students’ academic satisfaction. The research focused on the pedagogical practices within the Faculty of Education Sciences at the Universidad Católica de Oriente, Antioquia, Colombia. It followed a descriptive-correlational design with an empirical-analytical approach and interpretive scope. The sample included faculty members and students from the four active undergraduate teacher education programs within the faculty. Quantitative data collection techniques were employed, using the following validated instruments: CEMEDEPU (Teaching and Assessment Methodologies of University Professors), CPP-E (Pedagogical Practices Perceived by Students), and CSA (Students’ Academic Satisfaction). Data analysis was conducted using the Jamovi Project software (2024). Findings confirm a strong correlation between teaching styles and students’ academic satisfaction. The results highlight that pedagogical coherence, thoughtful lesson planning, and clarity in assessment significantly contribute to comprehensive student development and a positive university experience. The study concludes by emphasizing the importance of continuing to prioritize initial teacher education through a critical and formative approach. It advocates for the implementation of strategies that promote active student engagement and underscores the need to prepare reflective and transformative educators who support students’ holistic development and the continuous improvement of educational quality

INTRODUCTION: The impact of the "glass classroom" concept on the pedagogical practices of the Plutarco Elías Calles elementary school in Chihuahua, Mexico, is examined, characterized by a context of high visibility and scrutiny. The study addresses the tensions generated between the demands for transparency and the professional autonomy of teachers. The objective was to analyze how conditions of constant exposure affect pedagogical planning, methodological innovation, and classroom interactions. METHOD: A mixed-method approach was used, combining structured surveys, semi-structured interviews, participant observation, and document analysis. The participants included 13 teachers and one school administrator. RESULTS: While some teachers took advantage of these conditions to improve their planning and personalize strategies, others adopted conservative approaches due to fear of legal repercussions or public criticism. This context limited pedagogical innovation and encouraged a retreat to traditional methodologies. CONCLUSIONS: It is concluded that educational policies should prioritize strategies that mitigate the negative effects of the "glass classroom," promoting teacher well-being and fostering pedagogical innovation. These measures are essential to strengthen educational quality in a highly exposed environment. DISCUSSION: The findings suggest that conditions of high visibility create both opportunities and restrictions. Teachers who managed to adapt showed significant improvements in classroom climate and the quality of interactions. However, constant pressure underscored the need for institutional support to balance transparency with professional autonomy.

This paper explores methodological and practical approaches to accessing experiential learning for pre-service teachers (PF) during the practicum in initial teacher training (FID). It proposes the self-confrontation interview as an instrumental alternative. For this purpose, it outlines the stages of designing a self-confrontation interview protocol, explaining how it integrates with two major components that form its theoretical foundation: the theory of inquiry (Dewey, 1967) and two typologies on teaching knowledge: the content of knowledge (Shulman, 1987) and the sources of knowledge (Tardif et al., 1991). Furthermore, the paper illustrates the use of the technique and its operationalization and offers critical observations on improvable aspects of the same protocol conducted. This article reports on a mechanism that not only allows access to the experiential learning of PFs but also offers a potential for learning based on their reflection and mobilization of professional knowledge during the self-confrontation interview.

The graduate profile of the programs from the education field goes through constant transformation, due to the necessities manifested in the education system on a national and international level. The changes are associated to the complex perception of the world of life, and to the prevailing need to ease the prospectus of Initial Teacher Training. The aim of this investigation is to map the presence of inter-transdisciplinary elements on graduate profiles from Early Childhood Education programs of 28 universities from Chile. Drawing on the qualitative paradigm, a hermeneutic interpretative design is used as well as critical discourse analysis with an Atlas.ti v.9 computarized form applied to documentary sources. Results: High presence of binding codes, complex and integrated perception as well as systemic non-linear from reality, need of inter-disciplinarity knowledge associated to preparation, and to formative and pedagogical training.

This study reflects on the presence of biases in the use of artificial intelligence, its particular characteristics and the possible effects that such use would generate as a support for assisted learning activities in current university development. To do so, a documentary analysis method was used, using journals and studies specialized in the development of Generative Artificial Intelligence and its connection with current training challenges in higher education. Subsequently, the training consequences of said biases are analyzed as well as possible mitigation alternatives to focus on specific strategies so that university students consider said mechanisms when interacting in their assisted learning processes with these resources. The results expose various types of biases associated with the use of artificial intelligence and that, although documented, are in full development; as well as the consequences that this could generate in higher education. Finally, the training scope and the need to project a use of artificial intelligence that advances from a pedagogical resource to a complementary didactic to the training processes at the university are discussed, where teachers and students interact with it as a means rather than an ultimate goal of academic-professional training.

The article presents the results of a qualitative research, contextualized in the first practical experiences, in second-year students of Basic Pedagogy, at a private university in Chile. Its objective is to investigate how the reflective processes generated in the first classroom implementations are produced and what characterizes them and the implications for initial teacher training. The methodological design is framed in a multiple case study with two units of analysis, corresponding to two cohorts, in the subject of observation practice II. The results reveal that the reflective processes begin with the student's intrinsic questioning when living the practical experience, challenged by the conditions and demands of the subject. This is driven by contextual and human factors that generate cognitive and metacognitive reflections, which shapes the teacher in training. The challenges are to move forward from these initial reflections towards generative and critical reflections that modify teaching practice through habitual professional questioning, nested in the search for solutions from theory, with an ethical and social perspective that transversalizes educational action.