<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782025000100235</article-id>
<article-id pub-id-type="doi">10.1590/s1413-24782025300050</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Teacher training in times of pandemic: a comparative study between Chile and Honduras]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación docente en tiempos de pandemia: un estudio comparativo entre Chile y Honduras]]></article-title>
<article-title xml:lang="pt"><![CDATA[Formação de professores em tempos de pandemia: um estudo comparativo entre o Chile e as Honduras]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gajardo-Asbún]]></surname>
<given-names><![CDATA[Karen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paz-Maldonado]]></surname>
<given-names><![CDATA[Eddy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Belló]]></surname>
<given-names><![CDATA[Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Talca  ]]></institution>
<addr-line><![CDATA[Maule ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de Honduras  ]]></institution>
<addr-line><![CDATA[Tegucigalpa ]]></addr-line>
<country>Honduras</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional de Tucumán  ]]></institution>
<addr-line><![CDATA[Tucumán ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>30</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782025000100235&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782025000100235&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782025000100235&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The COVID-19 pandemic has been detrimental for teacher education programs in most of the countries of the world, affecting the education and training processes of future teachers. The research presented here aimed to analyze the meanings of student teachers in Chile and Honduras regarding their training processes during the COVID-19 pandemic. The study was carried out from a comparative and interpretative perspective. Semi-structured interviews were applied to students attending public universities in both countries, Chile and Honduras. The results show the configuration of four categories of analysis: 1) teaching-learning process; 2) academic and economic limitations in the context of pandemic; 3) benefits of distance learning; and 4) university education during and after the COVID-19 pandemic. The findings highlight the concern for the future of the training of education professionals in the context of the pandemic and invite reflection on the positive experiences in their training processes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN A partir de la pandemia por COVID-19, la formación docente se ha visto afectada en la mayoría de los países del mundo, perjudicando los procesos formativos de los futuros profesores. La investigación que aquí se presenta tiene por objetivo analizar los significados de estudiantes de Pedagogía de Chile y Honduras respecto a sus procesos formativos durante la pandemia por COVID-19. El estudio se realizó a través de una perspectiva comparada e interpretativa. Se aplicaron entrevistas semiestructuradas a estudiantes enrolados en universidades públicas de ambos países, Chile y Honduras. Los resultados evidencian la configuración de cuatro categorías de análisis: 1) Proceso de enseñanza-aprendizaje; 2) Limitaciones académicas y económicas en contexto de pandemia; 3) Beneficios de la enseñanza a distancia, y 4) Formación universitaria durante y post pandemia por COVID-19. Los hallazgos destacan la preocupación por el futuro de la formación de profesionales de la educación en el contexto de pandemia e invitan a una reflexión frente a las experiencias positivas en sus procesos formativos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Desde a pandemia da COVID-19, a formação de professores tem sido afetada na maioria dos países do mundo, prejudicando os processos de formação de futuros professores. A investigação aqui apresentada visou analisar os significados dos estudantes docentes no Chile e nas Honduras no que diz respeito aos seus processos de formação durante a pandemia da COVID-19. O estudo foi realizado por meio de uma perspectiva comparativa e interpretativa. Foram realizadas entrevistas semiestruturadas com estudantes matriculados em universidades públicas de ambos os países, Chile e Honduras. Os resultados mostram a configuração de quatro categorias de análise: 1) processo de ensino-aprendizagem; 2) limitações acadêmicas e econômicas no contexto da pandemia; 3) benefícios do ensino à distância; e 4) educação universitária durante e após a pandemia de COVID-19. Os resultados salientam a preocupação com o futuro da formação de profissionais da educação no contexto da pandemia e convidam à reflexão sobre as experiências positivas nos seus processos de formação.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Honduras]]></kwd>
<kwd lng="en"><![CDATA[Chile]]></kwd>
<kwd lng="en"><![CDATA[Pandemic]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[Formación Docente]]></kwd>
<kwd lng="es"><![CDATA[Honduras]]></kwd>
<kwd lng="es"><![CDATA[Chile]]></kwd>
<kwd lng="es"><![CDATA[Pandemia]]></kwd>
<kwd lng="pt"><![CDATA[COVID-19]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Honduras]]></kwd>
<kwd lng="pt"><![CDATA[Chile]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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