Abstract

This paper sought to understand the definitions and re-definitions that future teachers build around iterative, projective, and practice-evaluative agency while interacting with a digital educational resource in the planning of an educational journey linked to curricular topics in their future teaching practices. To achieve this, an educational experience was carried out based on the creation of ICT-mediated contexts using QR codes. The methodological framework employed was a qualitative-interpretive design. The sample consisted of 17 teacher education students from two courses. The collected data were analyzed using the constant comparative method to generate emergent categories. The results affirm that the students activated each dimension of agency (iterative, practice-evaluative, and projective) by drawing upon past experiences, gaining new perspectives and educational actions, and identifying personal possibilities and barriers (beliefs and material limitations). Additionally, some students proposed alternative paths to find solutions, while others adhered to established routines. The changes that have occurred in the last three years (post-pandemic) shape the new educational agenda and the pieces of the new board of training actions to be implemented, which should include ICT and increasingly active teachers who possess the capacity to teach given the resources and limitations of the working environment, and within the framework of their beliefs, values, and personal attributes.

Keywords:
agency; teacher education; beliefs; limitations; ICT