<?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>2216-0159</journal-id>
<journal-title><![CDATA[Praxis & Saber]]></journal-title>
<abbrev-journal-title><![CDATA[Prax. Saber]]></abbrev-journal-title>
<issn>2216-0159</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica y Tecnológica de Colombia (UPTC)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2216-01592022000400001</article-id>
<article-id pub-id-type="doi">10.19053/22160159.v13.n35.2022.14096</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Teacher Training: The Link Between Academic Performance and Success in Professional Practice]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación docente: la relación entre el rendimiento académico y el éxito en las prácticas profesionales]]></article-title>
<article-title xml:lang="pt"><![CDATA[Formação de professores: a relação entre o desempenho acadêmico e o sucesso na prática profissional]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-Campos]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aspeé-Chacón]]></surname>
<given-names><![CDATA[Juan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herrera-Núñez (Q.E.P.D)]]></surname>
<given-names><![CDATA[Yudi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araya Palacios]]></surname>
<given-names><![CDATA[Fabián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Playa Ancha  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Viña del Mar  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Playa Ancha  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de La Serena  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>13</volume>
<numero>35</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2216-01592022000400001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2216-01592022000400001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2216-01592022000400001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research approaches initial teacher training from the perspective of structure and curriculum. During initial teacher training, any disconnection between theoretical content and the practical application of theory should be avoided. Therefore, this article proposes to study the quality of teacher training by determining the predictive capacity of academic performance with respect to success in the professional practices of teachers in training. An index of predictive validity of academic performance and the application of Bayes' theorem are used to estimate this complex problem. The target group of this study is the careers on the pedagogy of science belonging to the 2006-2013 cohorts, with a size of 842 students from a Chilean state university. The results indicate that the predictive validity of academic performance does not reach 50%, which shows the disconnection between success in professional practice and previous training. These results raise the need to analyze the relevance of theoretical content in professional teaching practice. Furthermore, they emphasize the need to have adequate quality assurance processes for initial teacher training for the entire higher education system.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta investigación aborda la formación inicial del profesorado desde la perspectiva de la estructura y el currículo. Durante la formación inicial del profesorado se debe evitar cualquier desconexión entre los contenidos teóricos y la aplicación práctica de la teoría. Por ello, este artículo propone estudiar la calidad de la formación del profesorado al determinar la capacidad predictiva del rendimiento académico con respecto al éxito en las prácticas profesionales de los profesores en formación. Para estimar este complejo problema, se utiliza un índice de validez predictiva del rendimiento académico y la aplicación del teorema de Bayes. El grupo objetivo de este estudio son las carreras de pedagogía en ciencias pertenecientes a las cohortes desde 2006 a 2013, con un tamaño de 842 estudiantes de una universidad estatal chilena. Los resultados indican que la validez predictiva del rendimiento académico no alcanza el 50 %, lo que muestra la desconexión entre el éxito en la práctica profesional y la formación previa. Estos resultados plantean la necesidad de analizar la relevancia de los contenidos teóricos en la práctica profesional docente. Además, enfatizan la necesidad de contar con procesos adecuados de aseguramiento de la calidad de la formación inicial docente para todo el sistema de educación superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Existem diferentes pontos de vista para analisar a nova dinâmica da educação rural na Colômbia. Pelo menos duas dessas perspectivas estão em conflito e servem como um enquadramento para reconhecer as representações emergentes sobre a escola em contextos afetados pelo conflito armado e pelo crescimento de plantações ilícitas. A primeira perspectiva insiste em ver a educação como um sistema homogêneo. Centra seu interesse na qualidade, entendida em termos de indicadores e resultados em exames internacionais. A segunda considera as singularidades e resgata as práticas socioculturais que ocorrem na relação escola-ambiente. Nesse contexto, este artigo visa a: (a) reconhecer as representações sobre a escola de alunos de um centro educacional localizado na região do Catatumbo; (b) compreender essas representações a partir da relação contexto-escola; e (c) mostrar os ressignificados da escola rural como ator dinâmico do território. A abordagem processual das representações sociais é utilizada com o apoio da teoria fundamentada e do trabalho de campo. Os resultados mostram a escola como uma entidade viva, um oásis de paz aberto à comunidade para a tomada de decisões.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[quality of education]]></kwd>
<kwd lng="en"><![CDATA[beginning teachers]]></kwd>
<kwd lng="en"><![CDATA[academic achievement]]></kwd>
<kwd lng="en"><![CDATA[professional practice]]></kwd>
<kwd lng="en"><![CDATA[initial teacher training]]></kwd>
<kwd lng="es"><![CDATA[calidad de la educación]]></kwd>
<kwd lng="es"><![CDATA[profesores principiantes]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[práctica profesional]]></kwd>
<kwd lng="es"><![CDATA[formación inicial docente]]></kwd>
<kwd lng="pt"><![CDATA[educação rural]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento comunitário]]></kwd>
<kwd lng="pt"><![CDATA[comunidade]]></kwd>
<kwd lng="pt"><![CDATA[escola]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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