<?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>0124-2253</journal-id>
<journal-title><![CDATA[Revista científica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Cient.]]></abbrev-journal-title>
<issn>0124-2253</issn>
<publisher>
<publisher-name><![CDATA[Universidad Distrital Francisco José de Caldas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0124-22532017000100060</article-id>
<article-id pub-id-type="doi">10.14483/udistrital.jour.rc.2016.28.a5</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Consideraciones para un programa de desarrollo profesional que orienta al profesor a reconceptualizar su enseñanza]]></article-title>
<article-title xml:lang="en"><![CDATA[Considerations for Professional Development Program that guides the teacher to reconceptualize teaching]]></article-title>
<article-title xml:lang="pt"><![CDATA[Considerações Programa de Desenvolvimento Profissional para que orienta o professor para reconceituar o ensino]]></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 Central de Chile  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<numero>28</numero>
<fpage>60</fpage>
<lpage>71</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0124-22532017000100060&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0124-22532017000100060&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0124-22532017000100060&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las demandas por una enseñanza de calidad ponen el acento indiscutiblemente en el rol del profesor. Por lo tanto, se debe contribuir a su desarrollo a partir de programas focalizados en los requerimientos y necesidades profesionales que exige una enseñanza de calidad. En ese marco, un sistema de desarrollo profesional que enfatiza en la actualización y perfeccionamiento del profesor sobre la disciplina y las técnicas de enseñanza, como lo plantea la política pública en Chile, quizás, no sea la solución plausible para promover una enseñanza de calidad por la racionalidad técnica que lo orienta. El artículo busca aportar a la discusión sobre el conocimiento didáctico del contenido (CDC) como un eje para el desarrollo profesional del educador de biología por su alta incidencia en la enseñanza. Se presta atención a los aspectos implicados en el desarrollo profesional y al conocimiento didáctico como un requerimiento profesional necesario para la enseñanza. Se proponen algunas consideraciones para el diseño de un programa de desarrollo profesional que oriente al profesorado a cambiar su epistemología personal para una nueva conceptualización de la práctica pedagógica, entre ellas: 1) trabajar con el profesorado desde sus preocupaciones profesionales en una plano cognitivo, contextual y situado;2) promover una actividad de reflexión que favorezca el tránsito entre los dominios: personal, fuentes, práctico y de consecuencia de enseñanza; y, 3) discutir teóricamente los nuevos cuestionamientos para enfrentar las dificultades de la enseñanza y reestructurar el CDC del profesor.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The demands for quality education undoubtedly emphasize the role of the teacher, therefore, there must be a contribution to its development from programs that focus on professional requirements and needs as required for quality education. In this context, a system of professional development that emphasizes the updating and improvement of teacher on discipline and teaching techniques as suggested by public policy in Chile, perhaps, is not a plausible solution to promote quality education, due to the technical rationality that guides it. The article seeks to contribute to the discussion on the pedagogical content knowledge as a hub for professional development biology teacher for its high incidence in teaching. Attention is paid to the aspects involved in professional development and professional teaching knowledge as a necessary requirement for teaching. Some considerations for the design of a professional development model to guide teachers to change their personal epistemology for a new conceptualization of pedagogical practice, including proposed: 1) work with teachers from their professional concerns at a cognitive level, contextual and situated, 2) to promote reflection activity that encourages transit between staff, sources, practical and result of teaching domains, 3) to discuss theoretically the new questions to face the difficulties of teaching and re-structure the pedagogical content knowledge of teacher.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As demandas por uma educação de qualidade, sem dúvida, enfatizar o papel do professor, portanto, deve contribuir para o seu desenvolvimento de programas que incidem sobre requisitos e necessidades exigidas educação de qualidade profissional. Neste contexto, um sistema de desenvolvimento profissional, que enfatiza a actualização e melhoria dos professores em técnicas de disciplina e de ensino como sugerido política pública no Chile, talvez, não a solução plausível para promover a educação de qualidade para racionalidade técnica que orienta. O artigo pretende contribuir para a discussão sobre o conhecimento pedagógico do conteúdo como um hub para profissional de professores o desenvolvimento da biologia por sua alta incidência no ensino. Atenção é dada aos aspectos envolvidos no desenvolvimento profissional e conhecimento profissional docente como um requisito necessário para o ensino. algumas considerações para a concepção de um modelo de desenvolvimento profissional para orientar os professores a mudar a sua epistemologia pessoal para uma nova conceituação de prática pedagógica, incluindo a proposta: 1) trabalhar com professores de suas preocupações profissionais a um nível cognitivo, contextual e situado, 2) promover a atividade reflexão que incentiva o trânsito entre o pessoal, fontes, prático e resultado de domínios do ensino, 3) discutir teoricamente as novas questões para enfrentar as dificuldades de ensino e re-estrutura o conhecimento didáctico conteúdo do professor.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[desarrollo profesional]]></kwd>
<kwd lng="es"><![CDATA[conocimiento didáctico del contenido]]></kwd>
<kwd lng="es"><![CDATA[profesor]]></kwd>
<kwd lng="es"><![CDATA[problemas de la enseñanza]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje.]]></kwd>
<kwd lng="en"><![CDATA[professional development]]></kwd>
<kwd lng="en"><![CDATA[pedagogical content knowledge]]></kwd>
<kwd lng="en"><![CDATA[teacher]]></kwd>
<kwd lng="en"><![CDATA[problems of teaching]]></kwd>
<kwd lng="en"><![CDATA[learning.]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento profissional]]></kwd>
<kwd lng="pt"><![CDATA[conhecimento pedagógico do conteúdo]]></kwd>
<kwd lng="pt"><![CDATA[professor]]></kwd>
<kwd lng="pt"><![CDATA[os problemas de ensino]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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