Aprendizaje permanente en la profesión docente: un análisis de percepciones y prácticas

Abstract

Abstract: This study examined the perceptions of teachers in Ecuador regarding their capabilities for lifelong learning. The main objective was to explore how teachers perceive their ability for continuous learning. Three specific objectives were set: (1) to examine self-perceptions of competencies in continuous learning, (2) to evaluate the impact of contextual factors, and (3) to determine the relationship between self-evaluation of competencies and the perception of the capacity for lifelong learning. A qualitative approach based on mixed interviews was utilized, combining qualitative and quantitative methods. The qualitative section was analyzed using content analysis techniques, while the quantitative section was processed using descriptive statistics. The sample consisted of 50 teachers from primary and secondary schools in Ecuador. The findings highlight the importance of supporting the continuous professional development of teachers, providing valuable information for educational institutions and policymakers. This study contributes to academic knowledge and educational practice, proposing policies that promote adaptive and effective pedagogical practices.