<?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>S1409-47032021000100284</article-id>
<article-id pub-id-type="doi">10.15517/aie.v21i1.44073</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Identificación de necesidades de formación continua del profesorado ante las demandas educativas del siglo XXI]]></article-title>
<article-title xml:lang="en"><![CDATA[Identification of continuing training needs for teachers in the face of 21st century educational demands]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Jiménez]]></surname>
<given-names><![CDATA[Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miqueli Rodríguez]]></surname>
<given-names><![CDATA[Bertha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dávila Valdés]]></surname>
<given-names><![CDATA[Yosdey]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Artemisa Centro de Estudios de Educación y Desarrollo ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Cuba</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Artemisa Centro de Estudios de Educación y Desarrollo ]]></institution>
<addr-line><![CDATA[ Artemisa]]></addr-line>
<country>Cuba</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Artemisa Centro de Estudios de Educación y Desarrollo ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<volume>21</volume>
<numero>1</numero>
<fpage>284</fpage>
<lpage>317</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032021000100284&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032021000100284&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032021000100284&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La propuesta de un modelo pedagógico que dé respuesta a las demandas educativas del siglo XXI en la Universidad de Artemisa, Cuba, requirió de la identificación de necesidades formativas del profesorado para su implementación, hecho que justificó esta investigación y constituyó su objetivo. El estudio se realizó en 2018 con el empleo de una metodología esencialmente cuantitativa mediante una encuesta que incluyó preguntas cerradas y abiertas, así como una escala tipo Likert. Los resultados indicaron que, aunque no en todos los casos, las personas encuestadas fueron suficientemente reflexivas para reconocer en sí mismas las carencias formativas, estas carencias estuvieron presentes. Por otra parte, se evidenciaron limitaciones en el trabajo metodológico como actividad formativa esencial, y el personal docente encuestado identificó la falta de una oferta de formación continua por parte de la Universidad. Los resultados representaron tan solo la primera etapa del proceso de identificación de necesidades formativas, pues estos resultados deben enriquecerse con: las políticas universitarias para el período electivo, los informes de resultados del trabajo metodológico en la institución, así como con los resultados de las evaluaciones anuales y de los controles a clases realizados al profesorado. Además, como todo proceso, deberá alimentarse y retroalimentarse con cierta regularidad para que su ciclo se actualice de manera permanente. En cuanto a la aplicabilidad de los resultados, las carencias encontradas constituyeron un punto de partida para la elaboración de una estrategia de formación continua que respondiera a las necesidades formativas reales del profesorado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The proposal of a pedagogical model that meets the 21st century educational demands in the University of Artemisia, Cuba, demanded the identification of training needs of the teaching staff to implement the model, which justify this research and it becomes into its aim. A quantitative methodology was used to explore the needs of continuous training in the sample of teachers selected through a survey that included open and closed questions, as well as Likert-type scaling. The results indicate that, although not in all cases, the respondents were reflexive enough to recognize in themselves the educational deficiencies, these exist; On the other hand, limitations in the methodological work as an essential training activity were evident, and the teachers surveyed identified the lack of a continuous training offer by the University. As conclusions, the results obtained through the applied instrument represent only the first stage of the process of identifying training needs, these should be enriched with university policies for the elective period, the results reports of the methodological work of the previous period, the results of the annual evaluations of teachers and of the controls to classes realized to the teachers. In addition, like any process, it must be fed and fed back with certain regularity so that its cycle is permanently updated. Regarding the applicability of the results, the deficiencies found constitute a starting point for the elaboration of a continuous training strategy that responds to the real training needs of teachers.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación permanente]]></kwd>
<kwd lng="es"><![CDATA[necesidades educacionales]]></kwd>
<kwd lng="es"><![CDATA[personal académico docente]]></kwd>
<kwd lng="es"><![CDATA[demanda de educación]]></kwd>
<kwd lng="en"><![CDATA[lifelong education]]></kwd>
<kwd lng="en"><![CDATA[educational needs]]></kwd>
<kwd lng="en"><![CDATA[competency based teaching]]></kwd>
<kwd lng="en"><![CDATA[educational objectives]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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