Agencia en el aprendizaje profesional docente: análisis de un curso de formación continua en línea.
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| Title: | Agencia en el aprendizaje profesional docente: análisis de un curso de formación continua en línea. |
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| Alternate Title: | Agency in Teacher Professional Learning: A Study of an Online Continuing Education Program. Agência na aprendizagem profissional docente: análise de um curso de formação continuada online. |
| Authors: | García-Vázquez, Nancy Janett1 ngarcia@benejpl.edu.mx, Cordero-Arroyo, Dolores Graciela2 gcordero@uabc.edu.mx, Ponce-Ceballos, Salvador2 ponce@uabc.edu.mx |
| Source: | Cuadernos de Investigacion Educativa. 2026, Vol. 17 Issue 1, p1-27. 27p. |
| Subject Terms: | *Continuing education, *Online education, *Teacher development, *Professional education, *Virtual classrooms, Autonomy (Philosophy), Self regulation, Participation |
| Abstract (English): | In recent years, there has been a marked increase in online courses for teachers. Flexibility is one of the key advantages of these environments, allowing participants to adapt schedules and learning spaces to their individual needs. However, this same feature has also presented challenges for persistence and course completion. In this context, agency is as an essential aspect in online teacher professional learning, involving the capacity to act with intentionality and reflection to make decisions that support one's own learning process. This study analyzed how agency was manifested in an online continuing teacher education program with a high completion rate. Using a qualitative approach, interviews were conducted with teachers who demonstrated sustained engagement and successfully completed the course. The analysis identified personal, relational, and contextual factors across three phases of the learning experience: anticipatory, participatory, and projective, that configured teacher agency. In the anticipatory phase, motivation to learn, leadership support, and institutional recognition encouraged enrollment. In the participatory phase, self-regulatory strategies, collaborative engagement, and tutor guidance facilitated ongoing participation. In the projective phase, the application of knowledge, institutional backing, and future professional aspirations reinforced commitment derived from the course experience. The findings highlight the importance of fostering agency as a situated and multidimensional process that leverages the flexibility of virtual learning environments in teacher professional development. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | En los últimos años se ha evidenciado un creciente aumento de los cursos en línea para docentes; la flexibilidad es una de las ventajas identificadas como clave de estos entornos, al permitir adaptar tiempos y espacios seguún las necesidades individuales. No obstante, también se ha identificado que esta misma característica ha planteado desafíos para la permanencia y finalización en los programas. En este contexto, la agencia es un aspecto esencial del aprendizaje profesional docente en línea, al implicar la capacidad de actuar con intencionalidad y reflexión para tomar decisiones que favorezcan el propio proceso formativo. Este estudio analizó cómo se manifestó la agencia en un curso de formación continua docente en línea que registró una alta tasa de finalización. Desde un enfoque cualitativo, se realizaron entrevistas a docentes que mostraron compromiso sostenido y culminaron exitosamente el programa. El análisis permitió identificar factores personales, relacionales y contextuales en tres fases de la experiencia formativa: anticipada, de participación y proyectiva, que configuraron la agencia docente. En la fase anticipada, el intereés por aprender, el impulso de los líderes y el reconocimiento institucional motivaron la inscripción. En la fase de participación, el uso de estrategias autorregulatorias, la disposición colaborativa y el acompañamiento tutorial facilitaron la continuidad. En la fase proyectiva, la aplicación de saberes, el respaldo institucional y la proyección profesional reforzaron el compromiso a partir del curso. Los hallazgos subrayan la importancia de favorecer una agencia situada y multidimensional que permita potenciar la flexibilidad de los entornos virtuales en la formación docente. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Nos últimos anos, tem-se observado um aumento significativo na oferta de cursos online para docentes; a flexibilidade é uma das vantagens identificadas como chave nesses ambientes por permitir a adaptação de tempos e espaços conforme as necessidades individuais. No entanto, essa mesma característica também tem gerado desafios relacionados à permanência e conclusão dos programas. Nesse contexto, a agência constitui um aspecto essencial da aprendizagem profissional docente online, ao envolver a capacidade de agir com intencionalidade e reflexão para tomar decisões que favoreçam o próprio processo formativo. Este estudo analisou como a agência se manifestou em um curso de formação continuada docente online que apresentou uma alta taxa de conclusão. A partir de uma abordagem qualitativa, foram realizadas entrevistas com docentes que demonstraram compromisso contínuo e concluíram com êxito o programa. A análise permitiu identificar fatores pessoais, relacionais e contextuais em três fases da experiência formativa --antecipatória, de participação e projetiva-- que configuraram a agência docente. Na fase antecipatória, o interesse pela aprendizagem, o incentivo de lideranças e o reconhecimento institucional motivaram a inscrição. Na fase de participação, o uso de estrateégias autorregulatórias, a disposição para a colaboração e o acompanhamento tutorial facilitaram a continuidade. Já na fase projetiva, a aplicação de saberes, o respaldo institucional e a projeção profissional reforçaram o compromisso gerado a partir do curso. Os achados ressaltam a importância de favorecer uma agência situada e multidimensional que potencialize a flexibilidade dos ambientes virtuais na formação docente. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | In recent years, there has been a marked increase in online courses for teachers. Flexibility is one of the key advantages of these environments, allowing participants to adapt schedules and learning spaces to their individual needs. However, this same feature has also presented challenges for persistence and course completion. In this context, agency is as an essential aspect in online teacher professional learning, involving the capacity to act with intentionality and reflection to make decisions that support one's own learning process. This study analyzed how agency was manifested in an online continuing teacher education program with a high completion rate. Using a qualitative approach, interviews were conducted with teachers who demonstrated sustained engagement and successfully completed the course. The analysis identified personal, relational, and contextual factors across three phases of the learning experience: anticipatory, participatory, and projective, that configured teacher agency. In the anticipatory phase, motivation to learn, leadership support, and institutional recognition encouraged enrollment. In the participatory phase, self-regulatory strategies, collaborative engagement, and tutor guidance facilitated ongoing participation. In the projective phase, the application of knowledge, institutional backing, and future professional aspirations reinforced commitment derived from the course experience. The findings highlight the importance of fostering agency as a situated and multidimensional process that leverages the flexibility of virtual learning environments in teacher professional development. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15102432 |
| DOI: | 10.18861/cied.2026.17.1.4256 |
