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Perceptions of Preservice and In-Service English Language Teachers on the Effectiveness of Online Teacher Education Courses in Uruguay
Percepciones de docentes de inglés en formación y en servicio sobre la eficacia de cursos virtuales de formación docente en Uruguay
DOI:
https://doi.org/10.15446/profile.v28n2.121346Keywords:
Community of inquiry, Preservice and in-service, Online English language teacher education, Professional development, Teachers' perceptions (en)Comunidad de indagación, En formación y en servicio, Desarrollo profesional, Formación virtual de docentes de inglés, Percepciones docentes (es)
This study investigates preservice and in-service English language teachers’ perceptions of online teacher education courses in Uruguay, using a mixed-methods design with 65 participants from both groups. It analyzes patterns in resource use, course organization, assessment transparency, instructor presence, and perceived professional learning outcomes within the specific contexts of English language teaching. Findings indicate that both groups highly value clear instructional design, transparent assessment resources, expert instructor support, and constructive feedback aligned with language teaching standards. Notable differences emerge in resource consultation (reactive vs. systematic), collaboration preferences (a stronger emphasis on peer learning among in-service teachers), and workload management challenges, reflecting distinct professional stages and career trajectories in English language teaching.
Este estudio investiga las percepciones de docentes de inglés en formación y en servicio sobre los cursos virtuales de formación docente en Uruguay, mediante un diseño mixto con 65 participantes, tanto en formación como en servicio. Se analizan patrones de uso de recursos, organización del curso, transparencia de la evaluación, presencia docente y resultados de aprendizaje profesional en contextos específicos de la enseñanza del inglés. Los hallazgos indican que ambos grupos valoran el diseño instruccional claro, los recursos de evaluación transparentes, el apoyo experto del docente y la retroalimentación constructiva alineada con los estándares de enseñanza del idioma. Surgen diferencias en la consulta de recursos, en las preferencias de colaboración y en la gestión de la carga de trabajo, que reflejan etapas profesionales distintas.
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