Aprendizaje profesional docente a través de la autoformaciónUn análisis cualitativo de las ecologías de aprendizaje

Resumo

In the era of digital technologies, new, amplified and hybrid contexts emerge. They provide teachers with multiple ways to get involved and take advantage of learning and professional development opportunities. One of the training methods most valued by teachers is self-directed-training, which has been enriched by the legacy of digital tools and Internet. This study aims at analyze how teachers configure and use their own Learning Ecologies to develop professionally and, specifically, through the self-directed-training modality. Thus, we carried out a qualitative research, within the Case Study research tradition. Our case consists of four active Early Childhood Education teachers. For data collection, two semi-structured interviews were conducted with each teacher. We structured the results obtained according to subcategories emanating around the self-directed-training element: resources and mechanisms. This section describes the resources and self-training mechanisms most frequently used and most valued in our case study. In addition, we also emphasize the need for a reformulation of training scenarios.