El aprendizaje autodirigido en el marco de las ecologías de formación inicial docenteResultados de un estudio Delphi

  1. Francisco J. Santos Caamaño 1
  2. María José Vázquez Cancelo 1
  3. Eduardo X. Fuentes Abeledo
  1. 1 Universidade da Coruña

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285


ISSN: 0211-819X

Ano de publicación: 2022

Volume: 58

Número: 2

Páxinas: 357-372

Tipo: Artigo

DOI: 10.5565/REV/EDUCAR.1526 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Educar


Citas recibidas

  • Citas en Scopus: 0 (15-03-2023)
  • Citas en Web of Science: 0 (20-03-2023)

SCImago Journal Rank

(Valores previstos, calculados en base ao último indicador recollido, ano 2.021)
  • Ano 2021
  • Impacto SJR da revista: 0.499
  • Cuartil maior: Q2
  • Área: Education Cuartil: Q2 Posición na área: 505/1381
  • Área: Communication Cuartil: Q2 Posición na área: 129/458
  • Área: Human-Computer Interaction Cuartil: Q3 Posición na área: 67/121

Índice Dialnet de Revistas

(Valores previstos, calculados en base ao último indicador recollido, ano 2.021)
  • Ano 2021
  • Factor de impacto da revista: 1,380
  • Ámbito: EDUCACIÓN Cuartil: C1 Posición no ámbito: 27/228


  • Ciencias Sociais: B

Scopus CiteScore

(Valores previstos, calculados en base ao último indicador recollido, ano 2.021)
  • Ano 2021
  • CiteScore da revista: 1.8
  • Área: Communication Percentil: 66
  • Área: Education Percentil: 54
  • Área: Human-Computer Interaction Percentil: 26

Journal Citation Indicator (JCI)

(Valores previstos, calculados en base ao último indicador recollido, ano 2.021)
  • Ano 2021
  • JCI da revista: 0.53
  • Cuartil maior: Q3
  • Área: EDUCATION & EDUCATIONAL RESEARCH Cuartil: Q3 Posición na área: 441/743


The use of ICT, and particularly network technologies, has expanded the possibilities of access to new learning spaces and resources beyond traditional formal school settings. However, these combinations of multiple and different environments add an element of complexity, which requires learners to make a greater effort in their role as directors of their own learning. The Delphi research described in this article focuses precisely on the role of self-direction in the field of learning ecologies, positioning the learner as an active agent, producer and conductor of her own strategies, capable of orchestrating the various contexts, resources, activities and personal relationships into a coherent and appropriate whole for the achievement of a learning goal over time. Similarly, the need for procedures aimed at fostering the learner’s autonomy, self-regulation and capacity for learning to learn is also highlighted.

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