<?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>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582022000200589</article-id>
<article-id pub-id-type="doi">10.15359/ree.26-2.31</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La renovación de las prácticas: Su aporte al fortalecimiento de la resiliencia en profesorado principiante]]></article-title>
<article-title xml:lang="en"><![CDATA[The Renewal of practices: Their contribution to strengthening resilience in beginning teachers]]></article-title>
<article-title xml:lang="pt"><![CDATA[A renovação das práticas: sua contribuição para o fortalecimento da resiliência em professores iniciantes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villalobos-Vergara]]></surname>
<given-names><![CDATA[Paula Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores-Gómez]]></surname>
<given-names><![CDATA[Catherine Ximena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Metropolitana de Ciencias de la Educación  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Santiago de Chile  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<volume>26</volume>
<numero>2</numero>
<fpage>589</fpage>
<lpage>608</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582022000200589&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582022000200589&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582022000200589&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo.  La presente investigación tiene como objetivo identificar los aspectos individuales que, en conjunto con aquellos propios del trabajo pedagógico y el contexto en el cual este se desarrolla, contribuyen al fortalecimiento de la resiliencia docente en profesorado.  Metodología.  En cuanto a la metodología, se trata de un estudio cualitativo de casos múltiples que incluye a once docentes noveles de enseñanza media que laboran en colegios públicos. Se utilizaron entrevistas y mensajes de audio vía plataforma WhatsApp, que fueron sometidos a análisis de contenido.  Resultados.  Los resultados muestran que la principal dificultad que enfrentó el personal docente corresponde al bajo rendimiento del estudiantado, situación que enfrentan a partir de la renovación de sus prácticas de enseñanza desde lo didáctico y evaluativo. El personal docente estudiado tiene en común una visión positiva acerca de las capacidades de sus estudiantes, la autonomía profesional, un alto compromiso con el aprendizaje del estudiantado, una visión común en torno al sentido de su labor y su contribución social. Estos aspectos compartidos contribuyen a un vínculo positivo con los pares y al desarrollo de innovaciones conjuntas en el marco del trabajo colaborativo.  Conclusiones.  Las conclusiones del estudio establecen el compromiso moral con la enseñanza del personal docente y la contribución de la innovación pedagógica en el incremento de su sentido de logro, así como la necesidad de generar condiciones institucionales que permitan fortalecer la resiliencia del profesorado principiante, brindando condiciones materiales y generando condiciones para el trabajo colaborativo docente que permita consolidar comunidades de aprendizaje profesional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Purpose.  This research aims to identify the individual aspects that, added to the pedagogical work and the context in which it is developed, contribute to strengthening teacher resilience in beginning teachers.  Method.  Regarding methodology, this is a qualitative study of multiple cases that includes eleven beginning high school teachers working in public schools. Interviews and audio messages via the WhatsApp platform were used, which were submitted to content analysis.  Results.  The results show that the teachers&#8217; main difficulty is the students&#8217; low performance, a situation that they face from the renovation of their teaching practices in terms of didactic and evaluative aspects. The teachers interviewed share a positive vision of their students&#8217; abilities, professional autonomy, a high commitment to student learning, a similar perspective of the meaning of their work, and their social contribution. These shared aspects contribute to a positive bond with peers and the development of collective innovations within collaborative work.  Conclusion. The conclusions of the study establish the moral commitment to the teaching of teachers and the contribution of pedagogical innovation in increasing their sense of achievement, as well as the need to generate institutional conditions that allow strengthening the resilience of beginning teachers, providing them with appropriate conditions and opportunities for collaborative teaching work to consolidate professional learning communities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo.  O objetivo desta pesquisa é identificar os aspectos individuais que, somados ao trabalho pedagógico e ao contexto no qual ele é desenvolvido, contribuem para o fortalecimento da resiliência dos professores iniciantes.  Metodologia.  Quanto à metodologia, trata-se de um estudo qualitativo de múltiplos casos que inclui onze professores iniciantes do ensino médio que trabalham em escolas públicas. Foram utilizadas entrevistas e mensagens de áudio através da plataforma WhatsApp, as quais foram submetidas à análise de conteúdo.  Resultados.  Os resultados mostram que a principal dificuldade enfrentada pelos professores é o baixo desempenho dos alunos, uma situação que eles enfrentam desde a renovação de suas práticas de ensino em termos de didática e avaliação. Os professores entrevistados compartilham uma visão positiva das habilidades de seus estudantes, autonomia profissional, um alto compromisso com a aprendizagem dos estudantes, uma perspectiva semelhante do significado de seu trabalho e sua contribuição social. Estes aspectos compartilhados contribuem para um vínculo positivo com os colegas e o desenvolvimento de inovações coletivas no trabalho colaborativo.  Conclusões.  As conclusões do estudo estabelecem o compromisso moral dos professores com o ensino e a contribuição da inovação pedagógica para aumentar seu senso de realização, assim como a necessidade de gerar condições institucionais que permitam fortalecer a resiliência dos professores iniciantes, proporcionando-lhes condições e oportunidades adequadas para o trabalho de ensino colaborativo com o objetivo de consolidar as comunidades de aprendizagem profissional.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Resiliencia docente]]></kwd>
<kwd lng="es"><![CDATA[dimensión individual de la resiliencia docente]]></kwd>
<kwd lng="es"><![CDATA[prácticas pedagógicas]]></kwd>
<kwd lng="es"><![CDATA[profesorado principiante]]></kwd>
<kwd lng="en"><![CDATA[Teaching resilience]]></kwd>
<kwd lng="en"><![CDATA[teaching individual dimensions of resilience]]></kwd>
<kwd lng="en"><![CDATA[pedagogical practices]]></kwd>
<kwd lng="en"><![CDATA[beginning teachers]]></kwd>
<kwd lng="pt"><![CDATA[Resiliência do professor]]></kwd>
<kwd lng="pt"><![CDATA[dimensão individual da resiliência do professor]]></kwd>
<kwd lng="pt"><![CDATA[práticas pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[professores iniciantes]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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