<?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>1794-4724</journal-id>
<journal-title><![CDATA[Avances en Psicología Latinoamericana]]></journal-title>
<abbrev-journal-title><![CDATA[Av. Psicol. Latinoam.]]></abbrev-journal-title>
<issn>1794-4724</issn>
<publisher>
<publisher-name><![CDATA[Universidad del Rosario]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1794-47242021000300208</article-id>
<article-id pub-id-type="doi">10.12804/revistas.urosario.edu.co/apl/a.10324</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Concepciones de la ética en docentes universitarios y su influencia en la educación superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Ethical Conceptions in University Professors and Their Influence in Higher Education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Concepções de ética em professores universitários e sua influência no educação superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bazurto-Barragán]]></surname>
<given-names><![CDATA[Henry David]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Higuera-Ramírez]]></surname>
<given-names><![CDATA[Diana Yuneiry]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Fundación Universitaria Konrad Lorenz  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>39</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1794-47242021000300208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1794-47242021000300208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1794-47242021000300208&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La presente investigación tuvo como objetivo identificar la concepción de ética predominante en los docentes de la Facultad de Psicología de la Fundación Universitaria Konrad Lorenz, y comprender el significado que esta tiene para la vida personal de los estudiantes. Para ello, se empleó un método de investigación mixto, en concreto, un diseño transformativo secuencial (DITRAS). Dentro de los principales hallazgos se encontró que la concepción ética predominante en los docentes fue la de la virtud, aun cuando los hallazgos estadísticos no marcaron una diferencia significativa. Por otra parte, se logró establecer que la coherencia comportamental del profesor (discurso y actos) en materia y el reconocimiento del respeto bilateral (docente-estudiante y viceversa) pueden operar como elementos facilitadores del aprendizaje de la ética.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The general objective of this research was to identify the predominant conception of ethics in the Professors of the Faculty of Psychology of the Konrad Lorenz University Foundation and to understand the meaning it has for the personal life of the students. The research used a mixed methodology: a sequential transformative design (DITRAS). Among the main results, it was found that the predominant ethical conception in teachers was the virtue ethic even though the differences were not statistically significant. On the other hand, it was possible to establish that the behavioral coherence of the teachers (discourse and acts) in the course and the recognition of bilateral respect (teacher-student and viceversa) can operate as facilitating elements in the learning of ethics.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo geral desta pesquisa foi identificar a concepção predominante de ética nos professores da Faculdade de Psicologia da Fundação Universitária Konrad Lorenz e compreender o significado que ela tem para a vida pessoal dos alunos. Foi utilizado um método de pesquisa misto, especificamente um design sequencial transformativo (DITRAS). Entre os principais achados, verificou-se que a concepção ética predominante nos professores foi a de virtude, mesmo quando não houve diferença significativa entre os resultados. Por outro lado, foi possível estabelecer que a coerência comportamental do professor (fala e atos) na matéria e o reconhecimento do respeito bilateral (professor-aluno e viceversa) podem operar como elementos facilitadores da aprendizagem da ética.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[ética]]></kwd>
<kwd lng="es"><![CDATA[docente]]></kwd>
<kwd lng="es"><![CDATA[estudiante]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[psicología]]></kwd>
<kwd lng="en"><![CDATA[Ethics]]></kwd>
<kwd lng="en"><![CDATA[professor]]></kwd>
<kwd lng="en"><![CDATA[student]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[psychology]]></kwd>
<kwd lng="pt"><![CDATA[ética]]></kwd>
<kwd lng="pt"><![CDATA[professor]]></kwd>
<kwd lng="pt"><![CDATA[aluno]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[psicologia]]></kwd>
</kwd-group>
</article-meta>
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