<?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>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032016000300409</article-id>
<article-id pub-id-type="doi">10.15517/aie.v16i3.25956</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aprendizaje docente y reestructuración de sus creencias en los procesos de desarrollo profesional y gestión escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers learning and restructuring of their beliefs in the processes of professional development and school management]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bailey Moreno]]></surname>
<given-names><![CDATA[Josefina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores Fahara]]></surname>
<given-names><![CDATA[Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González Rivera]]></surname>
<given-names><![CDATA[Petra Eufracia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UANL  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>MX</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Tecnológico de Monterrey  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>MX</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[Guadalupe N.L.]]></addr-line>
<country>MX</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>16</volume>
<numero>3</numero>
<fpage>409</fpage>
<lpage>434</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032016000300409&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032016000300409&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032016000300409&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ResumenEl objetivo de este ensayo es destacar cómo las creencias de los maestros tienen una influencia en la maneraen cómo estos enseñan, así como la importancia de considerarlas en su formación y desarrollo profesional; de igual forma, se subraya que maestros y administradores escolares tienen sus propios sistemas de construcción y reestructuración de creencias y, por lo tanto, pueden ser co-creadores de sus procesos de aprendizaje y cambio organizacional. La manera en la que los docentes interpretan la enseñanza a partir de sus creencias tiene grandes implicaciones para reconocer la necesidad de propiciar experiencias significativas y espacios de reflexión, si se quiere favorecer su desarrollo profesional. Se revisó literatura que menciona estas creencias, entendidas como conocimientos útiles que guían su práctica, lo cual constituye una valiosa oportunidad para comprenderla y transformarla. Además, se analiza cómo la gestión del conocimiento organizacional puede convertirse en estrategia que logre enriquecer el desarrollo profesional de los maestros, de la enseñanza y de la escuela como espacio de aprendizaje. Asimismo, se plantean interrogantes derivadas del estado de conocimiento de esta temática, las cuales pueden constituirse en líneas de indagación futuras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[AbstractThe purpose of this essay is to highlight how the teachers' beliefs have an influence on the way they teach and the importance of considering them in their training and professional development, also stresses that teachers and school administrators have their own systems of building and restructuring of beliefs and therefore can be co-creators of their learning and organizational change. The way in which teachers interpret teaching from their beliefs has great implications for recognizing the need to foster meaningful experiences and opportunities for reflection, if we want to promote their professional development. Literature is reviewed about teachers' beliefs, understood as useful knowledge that guide the teacher practice, which is a valuable opportunity to understand and transform it. The article discusses how organizational knowledge management can become in a strategy that enrich the professional development of teachers, the teaching and the school as a learning space. Questions arising from the state of knowledge of this topic, may encourage future lines of inquiry.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[creencias]]></kwd>
<kwd lng="es"><![CDATA[comunidades]]></kwd>
<kwd lng="es"><![CDATA[formación de docentes]]></kwd>
<kwd lng="es"><![CDATA[desarrollo profesional.]]></kwd>
<kwd lng="en"><![CDATA[beliefs]]></kwd>
<kwd lng="en"><![CDATA[communities]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[professional development.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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