ISBN
978-607-640-103-3
Fecha de publicación
25/05/2026
Licencia
D. R. © copyright 2026. Karla Yudit Castillo Villapudua, Karla Karina Ruiz Mendoza y Ma. Antonia Miramontes Arteaga.
Todos los contenidos de esta obra se comparten bajo la licencia Creative Commons Atribución/Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0). Esto implica que no está autorizado el uso comercial de la obra original ni de las eventuales obras derivadas, las cuales deberán distribuirse bajo la misma licencia que rige la obra original. No obstante, se permite a terceros compartir el contenido siempre y cuando se reconozca debidamente la autoría y la publicación original en esta editorial.
Nancy Janett García Vázquez
Benemérita Escuela Normal Estatal
0000-0002-1290-5427
Martín Alonso Mercado Varela
Universidad Autónoma de Baja California
0000-0001-8733-115X
Acerca de
Este capítulo analiza cruces y tensiones entre la Nueva Escuela Mexicana (NEM) y la inteligencia artificial generativa (IAGen) ante el reto de sostener la reflexión y la toma de decisiones en contextos educativos cambiantes. En un escenario de transformaciones sociales y tecnológicas aceleradas, la NEM demanda prácticas situadas, trabajo por proyectos, solución de problemas y autonomía. Su concreción depende de decisiones docentes apoyadas en un aprendizaje profesional continuo y autorregulado. Se aborda la autorregulación del aprendizaje profesional docente como un proceso intencional y cíclico que se organiza en fases e incluye planeación, monitoreo y evaluación, susceptible de fortalecerse mediante andamiajes que favorezcan ajustes y decisiones informadas en el aprendizaje permanente del profesorado. Con base en ello, se discuten las potencialidades y riesgos de la IAGen y se propone un modelo como mediación tecnopedagógica que acompaña al profesorado, ofreciendo andamios conversacionales para sostener la autorregulación en cada fase y promover una reflexión ética y continua en la NEM.
Referencias
Bender, E. M., Gebru, T., McMillan-Major, A., y Shmitchell, S. (2021). On the dangers of stochastic parrots: Can language models be too big? In Proceedings of the 2021 ACM Conference on Fairness, Accountability, and Transparency (pp. 610–623). Association for Computing Machinery. https://doi.org/10.1145/3442188.3445922
Cleary, T., Callan, G. y Zimmerman, B. (2012). Assessing self-regulation as a cyclical, context-specific phenomenon: Overview and analysis of SRL microanalytic protocols. Education Research International, 2012, 1-19. https://doi.org/10.1155/2012/428639
Easton, L. (2008). From professional development to professional learning. Phi Delta Kappan, 89(10), 755-759. https://doi.org/10.1177/0031721708089010
Feiz, J. (2016). Metacognitive awareness and attitudes toward foreign language learning in the EFL context of Turkey. Trabajo presentado en International Conference on Teaching and Learning English as an Additional Language, Antalya, Turquía.
Hassaskhah, J. (2016). Re-examination of second language teacher motivation management from a dynamic perspective. Infancia y Aprendizaje, 39(4), 858-891. https://doi.org/10.1080/02103702.2016.1215084
Järvelä, S., Järvenoja, H., Malmberg, J., Isohätälä, J. y Sobocinski, M. (2016). How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement? Learning and Instruction, 43, 39-51. https://doi.org/10.1016/j.learninstruc.2016.01.005
Karen, G. (2019). Understanding primary teachers’ professional learning and practice: an activity theory lens. Journal of Curriculum Studies, 51(3), 362-383. https://doi.org/10.1080/00220272.2018.1488997
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., y Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
Kramarski, B. y Kohen, Z. (2017). Promoting preservice teachers’ dual self-regulation roles as learners and as teachers: effects of generic vs. specific prompts. Metacognition and Learning, 12(2), 157-191. https://doi.org/10.1007/s11409-016-9164-8
Louws, M. L., Meirink, J. A., van Veen, K. y van Driel, J. H. (2018). Understanding teachers’ professional learning goals from their current professional concerns. Teachers and Teaching, 24(1), 63-80. https://doi.org/10.1080/13540602.2017.1383237
Margaryan, A., Littlejohn, A. y Milligan, C. (2013). Self-regulated learning in the workplace: Strategies and factors in the attainment of learning goals. International Journal of Training and Development, 17(4), 245-259. https://doi.org/10.1111/ijtd.12013
Mishra, P., Oster, N., y Henriksen, D. (2024). Generative AI, teacher knowledge and educational research: Bridging short- and long-term perspectives. TechTrends, 68, 205-210. https://doi.org/10.1007/s11528-024-00938-1
OECD (2023). Emerging governance of generative AI in education. In OECD Digital Education Outlook 2023. https://www.oecd.org/en/publications/oecd-digital-education-outlook-2023_c74f03de-en/full-report/emerging-governance-of-generative-ai-in-education_3cbd6269.html
OECD (2026). How to effectively use generative AI in education. https://www.oecd.org/en/blogs/2026/01/how-to-effectively-use-generative-ai-in-education.html
OpenAI. (2023). Introducing GPTs. https://openai.com/index/introducing-gpts/
OpenAI. (2024). Introducing ChatGPT Edu. https://openai.com/index/introducing-chatgpt-edu/
Opfer, D. V. y Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376-407. https://doi.org/10.3102/00346543114136
Panadero, E. y Alonso-Tapia, J. (2014a). ¿Cómo autorregulan nuestros alumnos? Revisión del modelo cíclico de Zimmerman sobre autorregulación del aprendizaje. Anales de Psicología, 30(2), 450-462. https://doi.org/10.6018/analesps.30.2.167221
Pintrich, P. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407. https://doi.org/10.1007/s10648-004-0006-x
Prestridge, S. (2019). Categorising teachers’ use of social media for their professional learning: A self-generating professional learning paradigm. Computers y Education, 129, 143-158. https://doi.org/10.1016/j.compedu.2018.11.003
Quinn, M. y Kennedy-Clark, S. (2015). Adopting online lecturing for improved learning: A case study from teacher education. Journal of University Teaching y Learning Practice, 12(3), 1-19.
Requena, M. (2016). Andamiaje de la autorregulación académica a través del correo electrónico en un programa de formación docente de modalidad mixta. Revista de Educación a Distancia, 51(7), 1-25. http://dx.doi.org/10.6018/red/51/7
SEP (2022). Plan de estudio para la educación preescolar, primaria y secundaria 2022. https://educacionbasica.sep.gob.mx/wp-content/uploads/2024/06/Plan-de-Estudio-ISBN-ELECTRONICO.pdf
Teräs, H. (2016). Collaborative online professional development for teachers in higher education. Professional Development in Education, 42(2), 258-275. https://doi.org/10.1080/19415257.2014.961094
UNESCO. (2023). Guidance for generative AI in education and research. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000386693
Van den Berg, G., y du Plessis, E. (2023). ChatGPT and generative AI: Possibilities for its contribution to lesson planning, critical thinking and openness in teacher education. Education Sciences, 13(10), 998. https://doi.org/10.3390/educsci13100998
Van den Bergh, L., Ros, A. y Beijaard, D. (2015). Teacher learning in the context of a continuing professional development programme: A case study. Teaching and Teacher Education, 47, 142-150. https://doi.org/10.1016/j.tate.2015.01.002
Van der Wal-Maris, S., Beijaard, D., Schellings, G. y Geldens, J. (2018). How meaning-oriented learning is enhanced in Dutch academic primary teacher education. Teacher Development, 22(3), 375-393. https://doi.org/10.1080/13664530.2018.1442874
Vermunt, J. D. y Endedijk, M. D. (2011). Patterns in teacher learning in different phases of the professional career. Learning and Individual Differences, 21(3), 294-302. https://doi.org/10.1016/j.lindif.2010.11.019
Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48(3), 135-147. https://doi.org/10.1080/00461520.2013.794676