<?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>1990-8644</journal-id>
<journal-title><![CDATA[Conrado]]></journal-title>
<abbrev-journal-title><![CDATA[Conrado]]></abbrev-journal-title>
<issn>1990-8644</issn>
<publisher>
<publisher-name><![CDATA[Editorial Universo Sur]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1990-86442020000600141</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Adaptación docente educativa en el contexto covid-19: una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Adapting educational teachers in the covid-19 context: a systematic review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reynosa Navarro]]></surname>
<given-names><![CDATA[Enaidy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rivera Arellano]]></surname>
<given-names><![CDATA[Edith Gissela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Galán]]></surname>
<given-names><![CDATA[Darien Barramedo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bravo Díaz]]></surname>
<given-names><![CDATA[Rosa Elena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Pedro Ruíz Gallo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>16</volume>
<numero>77</numero>
<fpage>141</fpage>
<lpage>149</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1990-86442020000600141&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1990-86442020000600141&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1990-86442020000600141&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo de esta revisión sistemática fue analizar cómo la enseñanza y el aprendizaje, el aprendizaje en línea y la salud mental, han influido en los procesos de adaptación docente en el contexto COVID-19. El estudio se desarrolló siguiendo la metodología establecida en la Declaración PRISMA, la información científica se recuperó principalmente de Scopus, Web of Science, EBSCO y Springer en un periodo meta de nueve meses. El proceso de identificación, cribado, elegibilidad e inclusión se desarrolló en tres meses. De los 358 estudios que arrojó la búsqueda especializada, solamente se incluyeron 23. Criterios de inclusión: artículos de investigación, revisiones sistemáticas y estudios de caso; revisados por pares, relacionados o interrelacionados con la enseñanza y el aprendizaje, el aprendizaje en línea, la salud mental del docente y la capacidad de adaptación docente en el contexto de la pandemia. Criterios de exclusión: investigaciones que no fueron sometidas a revisión por pares, con deficiencias metodológicas o que no demostraron relación o interrelación entre las categorías de estudio. Los resultados indican que la enseñanza y el aprendizaje, el aprendizaje en línea y la salud mental; han sido determinantes en los procesos de adaptación docentes en el contexto COVID-19.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective of this systematic review was analyzing how teaching and learning, online learning and mental health have influenced the processes of teacher adaptation in the COVID-19 context. The study was developed following the methodology established in the PRISMA Declaration, the scientific information was recovered mainly from Scopus, Web of Science, EBSCO and Springer in a target period of nine months. The identifica-tion, screening, eligibility and inclusion process took three months. Of the 358 studies returned by the specialized search, only 23 were included. Inclusion criteria: research articles, systematic reviews and case studies; peer-reviewed, related or interrelated to teaching and learning, online learning, teacher mental health and teacher adaptive ca-pacity in the context of the pandemic. Exclusion criteria: investigations that were not subjected to peer review, with methodological deficiencies or that did not demonstrate a relationship or interrelation between the study categories. The results indicate that teaching and learning, online learning and mental health; have been decisive in the teacher adaptation processes in the COVID-19 context.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Adaptación docente]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje en línea]]></kwd>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[enseñanza y formación]]></kwd>
<kwd lng="es"><![CDATA[salud mental]]></kwd>
<kwd lng="en"><![CDATA[Teaching adaptation]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[online learning]]></kwd>
<kwd lng="en"><![CDATA[long distance education]]></kwd>
<kwd lng="en"><![CDATA[teaching and training]]></kwd>
<kwd lng="en"><![CDATA[mental health]]></kwd>
</kwd-group>
</article-meta>
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