<?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>S1990-86442023000400465</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Desafíos de la Formación Continua Docente: una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Challenges of in-Service Teacher Education: a systematic review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Galván Dueñas]]></surname>
<given-names><![CDATA[Flor de María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Huaylinos Bustamante]]></surname>
<given-names><![CDATA[Frida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Huayta-Franco]]></surname>
<given-names><![CDATA[Yolanda Josefina]]></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 Peruana Cayetano Heredia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<volume>19</volume>
<numero>93</numero>
<fpage>465</fpage>
<lpage>472</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1990-86442023000400465&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1990-86442023000400465&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1990-86442023000400465&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo de la revisión sistemática es analizar los aportes académicos de los programas de formación continua docente en educación básica regular del nivel inicial. La metodología que se realizó fue una revisión sistemática con nivel descriptivo, empleando la búsqueda en bases de datos online de Scopus, ProQuest y EBSCO, se usó el método de Declaración PRISMA. Se evaluaron 10 artículos científicos de los cuales 4 artículos fueron de diseño cuasi-experimental, 2 correlacionales-descriptivos, 3 correlacionales-causales y 1 pre-experimental. Los aspectos a considerar en la revisión fueron: perfil del docente de educación inicial, recursos de información, participación en programas de formación continua, habilidades e incremento de conocimiento y educación inclusiva. Se concluyó que los programas de formación continua docente constituyen oportunidades de aprendizaje para maestros de nivel inicial, en la educación básica regular, predominando las modalidades de formación en entrenamiento técnico individual, como talleres y seminarios. Los programas de formación continua proporcionan también el conocimiento y las competencias al docente para el desarrollo de la educación inclusiva, los maestros competentes crean un entorno que fomenta y desarrolla relaciones positivas entre estudiantes y educadores, capitalizando fortalezas y habilidades de los estudiantes, promoviendo la motivación intrínseca de los mismos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective of this study is to analyze the academic contributions of continuing teacher training programs in regular basic education at the initial level. The methodology used was a systematic review with descriptive level, using the search in online databases of Scopus, ProQuest and EBSCO, and the PRISMA Statement method was used. Twelve scientific articles were evaluated, of which 4 were of quasi-experimental design, 4 correlational-descriptive, 3 correlational-causal and 1 pre-experimental. The aspects to be considered in the review were: initial education teacher profile, information resources, participation in continuing education programs, skills and knowledge increase and inclusive education. It was concluded that continuing teacher education programs constitute learning opportunities for early childhood teachers in regular basic education, with a predominance of individual technical training modalities, such as workshops and seminars. Continuing education programs also provide teachers with knowledge and competencies for the development of inclusive education. Competent teachers create an environment that fosters and develops positive relationships between students and educators, capitalizing on students' strengths and skills, and promoting their intrinsic motivation.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Docente de preescolar]]></kwd>
<kwd lng="es"><![CDATA[Formación continua]]></kwd>
<kwd lng="es"><![CDATA[Programas de educación]]></kwd>
<kwd lng="es"><![CDATA[Formación de Docentes de preescolar]]></kwd>
<kwd lng="es"><![CDATA[Educación recurrente]]></kwd>
<kwd lng="es"><![CDATA[Revisión sistemática]]></kwd>
<kwd lng="en"><![CDATA[Preschool teacher]]></kwd>
<kwd lng="en"><![CDATA[In-service training]]></kwd>
<kwd lng="en"><![CDATA[Education programs]]></kwd>
<kwd lng="en"><![CDATA[Preschool teacher training]]></kwd>
<kwd lng="en"><![CDATA[Formation continue]]></kwd>
<kwd lng="en"><![CDATA[Systematic review]]></kwd>
</kwd-group>
</article-meta>
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<article-title xml:lang=""><![CDATA[Professional development of preschool teachers and changing the culture of the institution of early education.]]></article-title>
<source><![CDATA[Early Child Development and Care]]></source>
<year>2017</year>
<volume>187</volume>
<numero>10</numero>
<issue>10</issue>
<page-range>1583-95</page-range></nlm-citation>
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</article>
