Aprendizajes percibidos por docentes que participan de un desarrollo profesional en línea sobre alfabetización

Alejandra Balbi; Micaela Bonilla; Clara Techera; Sofía Berrutti; Alexa von Hagen

doi:10.22235/pe.v17i1.3692

Authors

Alejandra Balbi Universidad Católica del Uruguay https://orcid.org/0000-0003-4066-9123
Micaela Bonilla Universidad Católica del Uruguay https://orcid.org/0000-0002-9023-7102
Clara Techera Universidad Católica del Uruguay https://orcid.org/0009-0000-0487-9794
Sofía Berrutti Universidad Católica del Uruguay https://orcid.org/0000-0001-6278-3694
Alexa von Hagen Goethe-Universität Frankfurt am Main https://orcid.org/0000-0002-7379-0571

DOI:

https://doi.org/10.22235/pe.v17i1.3692

Keywords:

professional teacher development, online professional development, literacy, evidence-based practices in education

Abstract

Professional teacher development plays a pivotal role in educational improvement, particularly in its online format (OPD), given its scalability. Despite the increasing number of OPD, few have undergone empirical evaluation. A cohort of 52 primary school teachers participated in a 152-hour, 4-month OPD with a focus on evidence-based practices in education (EBPE) for literacy. The study examined how they navigated online learning and identified the learning outcomes they perceived as relevant based on their participation. 84.6% of participants did not reside in the same city as the university responsible for the program, and 75% worked in public institutions. A mixed-methods research approach was employed. Quantitative data were collected on activity within the Moodle platform and task outcomes. Qualitative insights were gathered through 7 semi-structured interviews and 2 focus groups. 98% of participants successfully completed the OPD. They showed a preference for activities involving formative assessment. They valued acquired knowledge related to practical literacy activities and explicit vocabulary instruction. While they did not explicitly refer to theoretical content on EBPE, they emphasized gaining evidence-based support for justifying their practices. The findings suggest that OPD can be effective if they are contextualized in teaching practice, incorporate scientific evidence, and employ friendly, affordable, and accessible formats.

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