<?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>0120-3916</journal-id>
<journal-title><![CDATA[Revista Colombiana de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. educ.]]></abbrev-journal-title>
<issn>0120-3916</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-39162024000300007</article-id>
<article-id pub-id-type="doi">10.17227/rce.num92-16489</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La conducta disruptiva en el discurso docente, tipos, causas y consecuencias]]></article-title>
<article-title xml:lang="en"><![CDATA[Disruptive Behavior in Teachers&#8217; Discourse: Types, Causes and Consequences]]></article-title>
<article-title xml:lang="pt"><![CDATA[Comportamento disruptivo no discurso docente: tipos, causas e consequências]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Orellana-Román]]></surname>
<given-names><![CDATA[Irene]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz-Garzón]]></surname>
<given-names><![CDATA[Francisca]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Granada  ]]></institution>
<addr-line><![CDATA[Melilla ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Granada  ]]></institution>
<addr-line><![CDATA[Melilla ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2024</year>
</pub-date>
<numero>92</numero>
<fpage>7</fpage>
<lpage>27</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162024000300007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162024000300007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162024000300007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Una de las consecuencias del comportamiento disruptivo en las aulas es la limitación para el desempeño docente y uno de los mayores problemas de la convivencia escolar, por lo que su manejo permite mejorar la calidad de la enseñanza y la función del profesorado. Este artículo de investigación pretende responder a las preguntas ¿Saben los docentes qué es la conducta disruptiva? ¿Qué cono cimientos tienen acerca de la misma? De esta manera, podremos conocer si los docentes precisan o no formación. Este estudio forma parte de una investigación más amplia cuya finalidad es el diseño de un plan de intervención formativo para los docentes. En esta parte del estudio nos planteamos el objetivo de describir los conocimientos que tiene el profesorado de Secundaria sobre la conducta disruptiva. Esta investigación se ha abordado desde el paradigma cualitativo, diseñando un estudio descriptivo a partir de la entrevista semiestructurada como instrumento para la recogida de datos. Parte de los resultados obtenidos mostraron dos variables más seleccionadas por los docentes como causantes de conductas disruptivas son las características familiares y personales, así como que las consecuencias afectan en mayor medida a la labor del profesorado, considerándose este colectivo como el más perjudicado por las conductas disruptivas en el aula frente al perjuicio que ocasiona en el alumnado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Disruptive behavior in the classroom has several negative consequences, including limiting teacher performance and representing one of the main problems for school coexistence. Properly managing this behavior is essential to improve the quality of teaching and optimize the role of teachers. This research article aims to answer the questions: Do teachers know what disruptive behavior is? What knowledge do they have about it? In this way, we will be able to determine whether teachers need training. This study is part of broader research aimed at designing a training intervention plan for teachers. In this segment of the study, we set ourselves the objective of describing the knowledge that secondary school teachers have about disruptive behavior. This research has been approached from the qualitative paradigm, designing a descriptive study based on semi-structured interviews as an instrument for data collection. Part of the results obtained showed that the two variables most frequently selected by teachers as causes of disruptive behavior are the family and personal characteristics, and that the consequences affect the work of teachers to a greater extent, with this group being considered as the most harmed by disruptive behavior in the classroom compared to the harm it causes to students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O comportamento disruptivo em sala de aula tem várias consequências negativas, incluindo a limitação do desempenho do professor e a representação de um dos principais problemas para a convivência escolar. O gerenciamento adequado desse comportamento é essencial para melhorar a qualidade do ensino e otimizar a função dos professores. Este artigo de pesquisa tem como objetivo responder às perguntas: Os professores as bem o que é comportamento disruptivo e qual é o conhecimento que eles têm sobre isso? A partir dessas respostas, podemos determinar a necessidade de treinamento dos professores. Este estudo faz parte de um projeto de pesquisa mais amplo que visa à elaboração de um plano de intervenção de treinamento para professores. Nesta parte do estudo, estabelecemos o objetivo de descrever o conhecimento que os professores do ensino médio têm sobre comportamento disruptivo. A pesquisa foi conduzida sob um paradigma qualitativo, utilizando um estudo descritivo com entrevistas semiestruturadas como instrumento de coleta de dados. Parte dos resultados obtidos mostrou que as duas variáveis mais frequentemente selecionada são características familiares e pessoais as consequências que afetam principalmente o trabalho dos professores, sendo este grupo considerado o mais afetado pelo comportamento disruptivo em sala de aula, em comparação com os danos que ele causa aos alunos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[conducta del alumno enseñanza secundaria]]></kwd>
<kwd lng="es"><![CDATA[comportamiento del estudiante]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="en"><![CDATA[high school education student conduct]]></kwd>
<kwd lng="en"><![CDATA[student behavior]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="pt"><![CDATA[conduta do aluno no ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[comportamento do aluno]]></kwd>
<kwd lng="pt"><![CDATA[treinamento de professores]]></kwd>
</kwd-group>
</article-meta>
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