Ascendiendo a través del aprendizaje autorregulado (AAR): un análisis comparativo de los procesos de AAR entre maestros en formación y maestros en ejercicio Autores/as

The quality of our educational systems depends, among many other factors, on the involvement, autonomy, and professional development of the teaching staff. The capacity for self-regulation and, specifically, the self-regulation of learning is one of the key factors that contribute to the academic and professional development of teachers. This study aims to deepen the understanding of the self-regulation processes of learning that teachers in training and in practice develop as part of the development of their professional competencies. Through a qualitative methodology, semi-structured interviews, designed ad-hoc for the study, were conducted with eleven teachers in training and twelve practicing teachers. The interviews address aspects related to planning, monitoring, and reflection on their own learning and professional development processes. The results show that the self-regulation of learning is a capacity that is learned in initial training and continues to develop and define with professional practice, moving between the individual and the collaborative, and regulated through motivation. The study leads us to conclude that, undoubtedly, the development of the self-regulation of learning processes improves and completes the professional practice of teachers. Therefore, it is necessary to incorporate the self-regulation of learning into teacher training curricula and school strategic plans as a key competency that must be developed intentionally, planned, and consciously.