<?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>2077-2874</journal-id>
<journal-title><![CDATA[EDUMECENTRO]]></journal-title>
<abbrev-journal-title><![CDATA[EDUMECENTRO]]></abbrev-journal-title>
<issn>2077-2874</issn>
<publisher>
<publisher-name><![CDATA[Editorial Ciencias Médicas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2077-28742020000400017</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Identidad del docente en Matronería y su relación con estrategias de afrontamiento ante incidentes críticos]]></article-title>
<article-title xml:lang="en"><![CDATA[Identity of the Obstetrics teacher and its relationship with strategies to cope with critical incidents]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Altamirano-Droguett]]></surname>
<given-names><![CDATA[Janet Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nail-Kroyer]]></surname>
<given-names><![CDATA[Óscar Ricardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monereo-Font]]></surname>
<given-names><![CDATA[Carles]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Antofagasta  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Barcelona  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</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>12</volume>
<numero>4</numero>
<fpage>17</fpage>
<lpage>36</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2077-28742020000400017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2077-28742020000400017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2077-28742020000400017&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Fundamento:  la identidad docente representa el pensar, el hacer y el sentir que surge de la enseñanza. Su renovación radical es efectiva cuando la reflexión sea la estrategia de afrontamiento que domine el profesor ante incidentes críticos originados en las aulas.  Objetivo:  establecer el vínculo entre las dimensiones de la identidad profesional del docente en Matronería y las estrategias de afrontamiento ante los incidentes críticos más recurrentes en contextos educativos.  Métodos:  se realizó un estudio cualitativo-interpretativo en tres universidades privadas chilenas de la provincia de Concepción, donde se imparte la carrera Obstetricia y Puericultura durante el período marzo-agosto de 2019. Se emplearon métodos teóricos: análisis-síntesis e inductivo-deductivo; empíricos: entrevistas semiestructuradas y grupos de discusión.  Resultados:  se investigaron tres unidades de análisis con sus correspondientes códigos: identidad profesional del matron/a docente, incidentes críticos en la docencia en Matronería, y estrategias de afrontamiento; los profesionales expresaron sus concepciones, estrategias y emociones sobre la docencia y revelaron que las formas de abordaje reflexivas transitorias son las más utilizadas. Los incidentes críticos más recurrentes fueron por incumplimiento de normas de conducta de los estudiantes, falta de claridad de los contenidos y desorganización del tiempo, espacios y recursos.  Conclusiones:  se estableció el vínculo entre las dimensiones de la identidad profesional del docente en Matronería y sus estrategias de afrontamiento ante los incidentes críticos. Si bien existe una toma de decisión adecuada, no es suficiente para lograr un cambio en su identidad, por lo que necesitan una formación pedagógica para perfeccionar sus funciones docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Background: the teaching identity represents the thinking, doing and feeling that arise from teaching. Its radical renewal is effective when reflection is the coping strategy that the teacher dominates while facing critical incidents originating in the classrooms.  Objective:  to establish the link between the dimensions of the professional identity of the teacher in Obstetrics and the coping strategies while facing the most recurrent critical incidents in educational contexts.  Methods:  a qualitative-interpretive study was carried out in three Chilean private universities in the province of Concepción, where the Obstetrics and Childcare career is taught during the period March-August 2019. Theoretical methods were used: analysis-synthesis and inductive-deductive; empirical ones: semi-structured interviews and discussion groups.  Results:  three units of analysis with their corresponding codes were investigated: professional identity of the Obstetrics professor, critical incidents in Obstetrics teaching, and coping strategies; Professionals expressed their conceptions, strategies and emotions about teaching and revealed that transitory reflective approaches are the most used. The most recurrent critical incidents were due to non-compliance with the rules of student´s conduct, lack of clarity of content, and disorganization of time, space and resources.  Conclusions: the link was established between the dimensions of the professional identity of the Obstetrics teacher and their coping strategies while facing critical incidents. Although there is an adequate decision-making, it is not enough to achieve a change in their identity, so they need pedagogical training to perfect their teaching functions.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estrategias]]></kwd>
<kwd lng="es"><![CDATA[competencia profesional]]></kwd>
<kwd lng="es"><![CDATA[docentes de Enfermería]]></kwd>
<kwd lng="es"><![CDATA[educación médica]]></kwd>
<kwd lng="en"><![CDATA[strategies]]></kwd>
<kwd lng="en"><![CDATA[professional competence]]></kwd>
<kwd lng="en"><![CDATA[faculty, nursing]]></kwd>
<kwd lng="en"><![CDATA[education, medical]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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