<?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>S1409-47032018000300234</article-id>
<article-id pub-id-type="doi">10.15517/aie.v18i3.34099</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Promoción de estrategias de aprendizaje desde el accionar docente: percepciones a nivel universitario]]></article-title>
<article-title xml:lang="en"><![CDATA[Promotion of learning strategies from teaching action: university perceptions of teaching]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Henríquez Ritchie]]></surname>
<given-names><![CDATA[Patricio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Álvarez Mariscal]]></surname>
<given-names><![CDATA[Miriam]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Baja California  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Baja California  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>18</volume>
<numero>3</numero>
<fpage>234</fpage>
<lpage>254</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032018000300234&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032018000300234&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032018000300234&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo se exponen los resultados de una investigación cuyo objetivo general fue explorar las estrategias educativas utilizadas por docentes universitarios, las formas de evaluación del aprendizaje y las estrategias de aprendizaje que promueven en sus estudiantes. Se eligieron dos contextos relacionados con la formación de agentes educativos: la licenciatura en Ciencias de la Educación de la Universidad Autónoma de Baja California (UABC) y la Facultad de Educación de la Universidad Complutense de Madrid (UCM). Se seleccionó una muestra intencional no representativa de 24 docentes (19 docentes de UCM y 5 docentes de UABC), a quienes se les aplicó una entrevista en profundidad semi-estructurada. En el presente artículo se exponen los resultados relacionados con la dimensión de estrategias de aprendizaje; al respecto, se identificó una subdimensión relacionada con la promoción/fomento de estrategias de aprendizaje, tres categorías (aprendizaje centrado en el estudiante, aprendizaje centrado en los contenidos y aprendizaje centrado en el docente) y cuatro sub-categorías de análisis. A partir de los resultados de la investigación, se sugiere profundizar la comprensión de las estrategias de aprendizaje centradas en los estudiantes, las cuales se identifican con las teorías constructivistas de generación del conocimiento. A su vez, se espera que estos resultados aporten elementos teóricos y metodológicos para mejorar la comprensión en torno a las estrategias de aprendizaje que utilizan actualmente los estudiantes universitarios en contextos de formación de agentes educativos y sus procesos metacognitivos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this article are exposed the results of a research whose objective was to explore the educational strategies used by university teachers, the forms of evaluation of learning and the strategies of learning that promote in their students. Two contexts related to the training of educational agents were chosen: the degree of Science in Education of the Autonomous University of Baja California (UABC) and the Faculty of Education of the Universidad Complutense de Madrid (UCM). A non-representative sample of 24 teachers (19 UCM teachers and 5 UABC teachers) was selected, who were interviewed in a semi-structured depth. This article presents the results related to the dimension of learning strategies: in this respect, a sub-dimension related to the promotion of learning strategies was identified, three categories (student-centered learning, content-centered learning and teachercentered learning) and four sub-categories of analysis. From the results of the research, it is suggested to deepen the understanding of student-centered learning strategies, which are identified with the constructivist theories of knowledge generation. At the same time, these results are expected to provide theoretical and methodological elements to improve the understanding of the learning strategies currently used by university students in contexts of formation of educational agents and their metacognitive processes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[método de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[estrategias educativas]]></kwd>
<kwd lng="es"><![CDATA[método de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[enseñanza superior]]></kwd>
<kwd lng="en"><![CDATA[teaching methods]]></kwd>
<kwd lng="en"><![CDATA[educational strategies]]></kwd>
<kwd lng="en"><![CDATA[learning methods]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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