The research aimed to understand how students, future teachers in the Teaching and Bachelor's programs in Early Education, perceived themselves in relation to digital agency, i.e., the ability to adapt to a digital world, after participating in an educational experience mediated by the use of Empowerment and Participation Technologies, specifically quick response codes. A qualitative study was conducted, involving university students from Argentina (n=22), selected through convenience sampling, using a questionnaire as a data collection instrument. The results show that students value the importance of creating agential contexts for the development of digital competence, responsibility, and confidence, which, in turn, can promote reflections on constructed professional identities, as well as rethink ideas and beliefs regarding technologies, empowering and innovating their future teaching...

The study aims at analyzing the predictive role of students' perception about the class’s situational, school, social, and personal variables on the affective, behavioral, and cognitive engagement towards school tasks. The research was developed with 219 students of the primary education level from public schools in Argentina. For data collection,  four standardized instruments were used: –Scale of Engagement towards School Tasks in Primary Level Classes;  Inventory of the Perception of Educational Context as motivator; Questionnaire of Involvement with the School Center and Intrinsic versus Extrinsic Motivational Orientation Scale in the Classroom- as well as the absence record keeping throughout the school year. Furthermore, informed consent was also requested. The model evaluated through Path Analysis presents a good fit to the data (chi square=20.24, df=7, p=.005, chi square/df...

The study aims at analyzing the predictive role of students' perception about the class’s situational, school, social, and personal variables on the affective, behavioral, and cognitive engagement towards school tasks. The research was developed with 219 students of the primary education level from public schools in Argentina. For data collection,  four standardized instruments were used: –Scale of Engagement towards School Tasks in Primary Level Classes;  Inventory of the Perception of Educational Context as motivator; Questionnaire of Involvement with the School Center and Intrinsic versus Extrinsic Motivational Orientation Scale in the Classroom- as well as the absence record keeping throughout the school year. Furthermore, informed consent was also requested. The model evaluated through Path Analysis presents a good fit to the data (chi square=20.24, df=7, p=.005, chi square/df...

This study unfolds in two stages. The first stage aims to describe the diverse and expanded experiences that students enrolled in the Teacher Training and Bachelor’s Degree in Early Childhood Education undergo throughout their formative process. The second stage explores the most frequently mentioned educational territories—university classrooms, professional practices, and socio-community practices—to understand students’ perceptions of how these environments foster academic engagement. A quantitative research design was employed, with a total sample of 120 future educators from the National University of Río Cuarto, who voluntarily completed two instruments: an ad hoc questionnaire and a standardized survey. The results indicate that each educational territory promotes different dimensions of academic engagement and complements the others.

This study unfolds in two stages. The first stage aims to describe the diverse and expanded experiences that students enrolled in the Teacher Training and Bachelor’s Degree in Early Childhood Education undergo throughout their formative process. The second stage explores the most frequently mentioned educational territories—university classrooms, professional practices, and socio-community practices—to understand students’ perceptions of how these environments foster academic engagement. A quantitative research design was employed, with a total sample of 120 future educators from the National University of Río Cuarto, who voluntarily completed two instruments: an ad hoc questionnaire and a standardized survey. The results indicate that each educational territory promotes different dimensions of academic engagement and complements the others.

This study unfolds in two stages. The first stage aims to describe the diverse and expanded experiences that students enrolled in the Teacher Training and Bachelor’s Degree in Early Childhood Education undergo throughout their formative process. The second stage explores the most frequently mentioned educational territories—university classrooms, professional practices, and socio-community practices—to understand students’ perceptions of how these environments foster academic engagement. A quantitative research design was employed, with a total sample of 120 future educators from the National University of Río Cuarto, who voluntarily completed two instruments: an ad hoc questionnaire and a standardized survey. The results indicate that each educational territory promotes different dimensions of academic engagement and complements the others.

The study presented aims to promote and understand the agent commitment of students, future educators, in initial education through an expanded educational experience in order to proactively rethink their professional role. Participated 41 students from the Faculty and the Bachelor of Initial Education, who were studying the third year of the career at the National University of Río Cuarto, Argentina. Under an interpretive qualitative design, an expansive educational experience was designed so that students could proactively rethink their professional role from their agencies, based on an activity that proposed going to the territory, specifically, walking the city, in search of art to teach. Data were collected in three moments, during the investigation almost finished and already concluded. The results show that students develop proactive actions and emotions that motivate rethinking ...

La investigación que se presenta tuvo como objetivo estudiar las percepciones sobre el desarrollo de la agencia de un grupo de estudiantes universitarios, a lo largo de una experiencia educativa mediada por las Tecnologías de la Información y la Comunicación en el contexto de un programa de formación docente. El estudio se enmarcó en un diseño cualitativo interpretativo, en el que participaron 44 sujetos matriculados en diversos profesorados de la UNRC, Argentina. Para la recolección de datos se utilizaron entrevistas grupales, analizadas con el ATLAS.ti. Las categorías emergentes dan cuenta de una agencia que se define como interactiva y contextual que se construye, junto a otros, frente a los desafíos que surgen en situaciones educativas reales e inciertas. De manera que, experiencias atravesadas por las tecnologías digitales permiten a los estudiantes desplegar acciones y c...