<?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>0121-3814</journal-id>
<journal-title><![CDATA[Tecné, Episteme y Didaxis: TED]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Fac. Cienc. Tecnol.]]></abbrev-journal-title>
<issn>0121-3814</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica NacionalFacultad de Ciencia y Tecnología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-38142019000200123</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Descriptores e indicadores de una práctica de enseñanza efectiva según profesores de biología en servicio]]></article-title>
<article-title xml:lang="en"><![CDATA[Descriptors and Indicators of an Effective Teaching Practice According to Professors of Biology in Service]]></article-title>
<article-title xml:lang="pt"><![CDATA[Descritores e indicadores de uma prática eficativa de ensino de acordo com professores de biologia em serviço]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ravanal Moreno]]></surname>
<given-names><![CDATA[Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Las Américas Instituto de Ciencias Naturales ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<numero>46</numero>
<fpage>123</fpage>
<lpage>137</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-38142019000200123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-38142019000200123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-38142019000200123&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La práctica de enseñanza es central para preparar a los estudiantes en la construcción de su propio conocimiento. Su caracterización representa una oportunidad para ampliar su comprensión en pos de mejorar las decisiones asociadas a la enseñanza. Este artículo de investigación presenta los resultados de un estudio cuyo objetivo fue investigar a 15 profesores de biología en servicio, noveles y expertos, sobre los atributos de una buena práctica de enseñanza. La información emerge de una entrevista episódica cuyos datos son sistematizados con el apoyo del software Atlas-ti 7.0. El estudio corresponde a una fase exploratoria de una investigación mayor que busca diseñar un modelo de desarrollo profesional que problematice la complejidad de la práctica de enseñanza para mejorarla. Para los participantes, los descriptores de una práctica de enseñanza efectiva comprenden tres dimensiones, que son: afectiva, didáctica y disciplinar. En tanto, sus indicadores dan cuenta de una enseñanza como un proceso generador de preguntas e inferencias. Podemos concluir que la enseñanza debe promover el aprendizaje de orden superior, y para ello, es necesario tomar distancia de los modelos de enseñanza centrados en la memorización y reproducción de conocimiento. Los atributos de una práctica de enseñanza efectiva son reconocidos y aprendidos en la propia experiencia profesional lo cual tensiona la formación inicial y continua del profesor.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Teaching practice is central to preparing students in the construction of their own knowledge. Its characterization represents an opportunity to broaden its understanding in order to improve the decisions associated with teaching. This research article presents the results of a study whose objective was to investigate 15 biology professors in service, novices and experts, on the attributes of good teaching practice. The information emerges from an episodic interview whose data is systematized with the support of Atlas-ti 7.0 software. The study corresponds to an exploratory phase of major research that seeks to design a professional development model that problematizes the complexity of teaching practice to improve it. For the participants, the descriptors of an effective teaching practice comprise three dimensions: affective, didactic and disciplinary. Meanwhile, its indicators account for teaching as a process that generates questions and inferences. We can conclude that teaching must promote higher order learning, and for this, it is necessary to take distance from teaching models focused on memorization and reproduction of knowledge. The attributes of an effective teaching practice are recognized and learned in one's professional experience which stresses the initial and continuous training of the teacher.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A pràtica de ensino é fundamental para preparar os alunos na construcào de seu pròprio conhecimento. Sua caracterizacào representa uma oportunidade para ampliar sua compreensào, a fim de melhorar as decisòes associadas ao ensino. Este artigo de pesquisa apresenta os resultados de um estudo cujo objetivo foi investigar 15 professores de biologia em servico, iniciantes e especialistas, sobre os atributos de boas pràticas de ensino. As informações emergem de uma entrevista episòdica cujos dados sào sistematizados com o suporte do software Atlas-ti 7.0. O estudo corresponde a uma fase exploratòria das principais pesquisas que buscam projetar um modelo de desenvolvimento profissional que problematize a complexidade da pràtica de ensino para melhorà-la. Para os participantes, os descritores de uma pràtica efetiva de ensino compreendem très dimensòes: afetiva, didàtica e disciplinar. Enquanto isso, seus indicadores sào responsàveis pelo ensino como um processo que gera perguntas e inferèncias. Podemos concluir que o ensino deve promover um aprendizado de ordem superior e, para isso, é necessàrio afastar-se dos modelos de ensino focados na memorizacào e reproducào do conhecimento. Os atributos de uma pràtica efetiva de ensino sào reconhecidos e aprendidos na pròpria experiència profissional, que enfatiza o treinamento inicial e continuo do professor.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Práctica]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[biología]]></kwd>
<kwd lng="es"><![CDATA[profesor]]></kwd>
<kwd lng="en"><![CDATA[Practice]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[biology]]></kwd>
<kwd lng="en"><![CDATA[teacher]]></kwd>
<kwd lng="pt"><![CDATA[Pràtica]]></kwd>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
<kwd lng="pt"><![CDATA[biologia]]></kwd>
<kwd lng="pt"><![CDATA[professor]]></kwd>
</kwd-group>
</article-meta>
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