Keywords

Autorregulación, inteligencia artificial, formación del profesorado, educación superior, competencia digital, profesorado

Abstract

La inteligencia artificial generativa (GenIA) se ha posicionado como un recurso emergente con potencial para favorecer la autorregulación del aprendizaje en contextos de formación inicial docente. Sin embargo, todavía existe escasa evidencia empírica sobre cómo los docentes en formación implementan estrategias específicas de aprendizaje autorregulado mediadas por estas tecnologías. El presente estudio tuvo como objetivo identificar las estrategias de aprendizaje autorregulado mediadas por GenIA utilizadas por docentes en formación de República Dominicana y establecer perfiles diferenciados según su nivel de regulación. Se desarrolló un estudio no experimental, descriptivo, mediante encuesta. El método de recogida de datos fue el autoinforme y el instrumento consistió en un cuestionario diseñado y validado para este propósito, aplicado a 608 docentes en formación. Los resultados muestran un uso moderado de estrategias de autorregulación apoyadas en GenIA, con mayor frecuencia en planificación, organización del estudio y búsqueda de información, mientras que las estrategias de evaluación, monitoreo metacognitivo y reflexión crítica resultaron menos recurrentes. Asimismo, se identificaron tres perfiles diferenciados de autorregulación asociados significativamente al plan de estudios cursado. Se concluye la necesidad de fortalecer la formación pedagógica y tecnológica orientada al uso crítico y reflexivo de la GenIA en la formación docente inicial y promover investigaciones que profundicen en la evolución de estos procesos.

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Fundref

Los autores agradecen el apoyo institucional del Instituto Superior de Formación Docente Salomé Ureña (ISFODOSU). Este trabajo fue financiado con fondos CFII ISFODOSU, a través del proyecto “Inteligencia artificial en la formación de docentes: análisis de percepciones y niveles de uso por parte de docentes y estudiantes” (VRI-PI-8-2024-033).

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Received: 2026-02-25 | Reviewed: 2026-03-27 | Accepted: 2026-08-07 | Online First: 2026-10-01 | Published: 2026-10-05

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Dra. Dilenia A. Marte-Marte., Dra. Carmen Yot-Domínguez., Dra. Paula Marcelo-Martínez., Dra. Carmen Mata de Salcedo. (2026). Estrategias de aprendizaje autorregulado con IA generativa de docentes en formación. Comunicar, 34(87). 10.5281/zenodo.23184129

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