<?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>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202023000500410</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Reforma educativa y formación virtual docente: Estudio de caso]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational reform and virtual teacher training: a case Study]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Restrepo Echavarría]]></surname>
<given-names><![CDATA[Ricardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez-Ortega]]></surname>
<given-names><![CDATA[Francisco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Técnica de Manabí  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Educación, UNAE  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2023</year>
</pub-date>
<volume>15</volume>
<numero>5</numero>
<fpage>410</fpage>
<lpage>419</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202023000500410&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202023000500410&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202023000500410&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En el año 2016, el Ecuador inició su Programa de Actualización Curricular Docente (PACD), una iniciativa de desarrollo profesional docente (DPD) del Ministerio de Educación, basada en un curso masivo (cuasi) abierto en línea (MOOC) enfocado en dar a conocer el nuevo Currículo Nacional a los profesores del país. El presente trabajo tiene como objetivo caracterizar el PACD como caso de estudio, el cual pueda ser un insumo para fortalecer futuras iniciativas comparables. Se triangularon hallazgos de: documentos oficiales, el Entorno Virtual de Aprendizaje, las bases de datos sobre su implementación, resultados y percepciones de los docentes, entrevistas a autoridades y grupos focales con profesores. Encontramos que el programa fue exitoso por su cobertura (187.376 docentes) y por su elevada aprobación (66.5%). Con esta base de cobertura analizada, el presente estudio es el estudio de formación docente usando MOOC más grande disponible en las bases SCOPUS y más de 6 veces más alta tasa de aprobación que el promedio internacional. Se encontró que la claridad y pertinencia del objetivo del MOOC para los docentes destinatarios (conocer el nuevo Currículo Nacional), la existencia de oportunidades para el aprendizaje activo, conformación de comunidades de aprendizaje y que la aprobación del MOOC lleva a la certificación válida para su profesión (en este caso del Ministerio de Educación) fueron fortalezas. Finalmente, señalamos algunos desafíos y aprendizajes que fortalecerían adicionalmente futuras iniciativas comparables.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In the year 2016, Ecuador activated its Program for Teacher Curricular Actualization (PTCA), a teacher professional development initiative (TPD) of the Ministry of Education, based on a Massive Online (quasi) Open Course (MOOC) focused on informing teachers on the new National Curriculum. The present study has as its objective to characterize the PTCA as a case study, which can serve to strengthen future similar initiatives. Findings from the following sources were triangulated: official documents, the Virtual Learning Environment, the databases registering the implementation, results and perceptions of teachers, interviews of authorities and focus groups with teachers. We found that the program was successful because of its coverage (187.376 teachers) and elevated rate of approval (66.7%). With this coverage size, the present study is the largest available in the SCOPUS database and the program has more than six times the approval rate of the international average. The success factors that this study suggests contributed to the result are: the clarity and pertinence of the MOOC objective for the target teachers (getting to know the new National Curriculum), the existence of opportunities for active learning, learning communities, and approval leading to a valid professional certification (in this case, by the Ministry of Education). Finally, we point out some lessons and challenges for future comparable initiatives.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Reforma educativa]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje en línea]]></kwd>
<kwd lng="es"><![CDATA[Calidad de la educación]]></kwd>
<kwd lng="es"><![CDATA[Política educacional]]></kwd>
<kwd lng="es"><![CDATA[Formación de docentes]]></kwd>
<kwd lng="es"><![CDATA[Práctica pedagógica]]></kwd>
<kwd lng="en"><![CDATA[Educational reform]]></kwd>
<kwd lng="en"><![CDATA[Electronic learning]]></kwd>
<kwd lng="en"><![CDATA[Educational quality]]></kwd>
<kwd lng="en"><![CDATA[Educational policy]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Teaching practice]]></kwd>
</kwd-group>
</article-meta>
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