Resumen

CERDA, Cristian  y  SAIZ, José L.. Self-directed learning of pedagogical knowledge with digital technologies. Generation of a theoretic model form Chilean student teachers. Perfiles educativos [online]. 2018, vol.40, n.162, pp.138-157. ISSN 0185-2698.

This papers seeks to generate a theoretic model for understanding the process of self-directed learning of pedagogical knowledge (SDL-PK) among Chilean student teachers when they use digital technologies. We used constructivist grounded theory to analyze narrative data from 33 interviewed students. The results indicate that this process occurs in three successive phases: need for information, autonomous search for digital information, and academic use of digital technologies. The central category that sustains this process, teaching commitment, alludes to the disposition to be professionally prepared for effective teaching. Each phase is influenced by elements from the students’ academic background and the context of their initial teacher training. The approach to computational literacy and handling of information and self-directed learning, during initial teacher training, can strengthen this process by contributing resources to professional development practices that can support future teachers throughout their work lives.

Palabras llave : pedagogical knowledge; teacher training; Self-Directed Learning; education and technology; qaualitative research.