<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-7468</journal-id>
<journal-title><![CDATA[Páginas de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Pág. Educ.]]></abbrev-journal-title>
<issn>1688-7468</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias Humanas - Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-74682025000201207</article-id>
<article-id pub-id-type="doi">10.22235/pe.v18i2.4529</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Evaluación de la autorregulación docente: validación y perfiles en formación inicial]]></article-title>
<article-title xml:lang="en"><![CDATA[Assessing teacher self-regulation: validation and profiles in initial training]]></article-title>
<article-title xml:lang="pt"><![CDATA[Avaliação da autorregulação docente: validação e perfis na formação inicial]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Eiroa]]></surname>
<given-names><![CDATA[Carina Eiroa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Seferian]]></surname>
<given-names><![CDATA[Daniel Trías]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Manchini]]></surname>
<given-names><![CDATA[Nigel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ronqui]]></surname>
<given-names><![CDATA[Valentina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica del Uruguay  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica del Uruguay  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Consejo de Formación en Educación  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Católica del Uruguay  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>18</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-74682025000201207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-74682025000201207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-74682025000201207&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Comprender cómo los futuros docentes autorregulan sus actividades de enseñanza es fundamental para fortalecer la calidad educativa. Evaluar este proceso representa un desafío, especialmente en la formación inicial, donde su desarrollo es esencial. Este estudio instrumental tuvo como objetivo validar el Cuestionario de Evaluación de la Autorregulación Docente en estudiantes de magisterio en Uruguay. Participaron 175 estudiantes de un instituto de formación docente en Maldonado (94 % mujeres; M = 27.6 años) que realizaban prácticas preprofesionales. Además del cuestionario de autorregulación docente, se administró un cuestionario de bienestar docente. Los análisis realizados apuntaron a recoger evidencias de validez de constructo y convergente, y a explorar perfiles de autorregulación docente. Los resultados sugieren la validez del modelo factorial de la escala original, con un factor de segundo orden (autorregulación) y tres factores de primer orden: disposición, desempeño y autoevaluación. En general, las escalas y subescalas mostraron indicadores aceptables de fiabilidad. Se hallaron correlaciones significativas y positivas entre autorregulación docente y bienestar docente. El análisis de conglomerados permitió identificar perfiles correspondientes a niveles altos, medios y bajos de autorregulación docente, que mostraron variabilidad interna. Los resultados presentan al cuestionario como un instrumento válido para evaluar la autorregulación docente en la formación inicial. La relación con el bienestar docente resalta la importancia de la autorregulación docente en el desarrollo de intervenciones orientadas a mejorar la calidad educativa]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Understanding how future teachers self-regulate their teaching activities is essential for strengthening educational quality. Assessing this process is challenging, especially in initial teacher training, where developing it is crucial. This instrumental study aimed to validate the Teacher Self-Regulation Assessment Questionnaire among pre-service teacher education students in Uruguay. A total of 175 students from a teacher training institute in Maldonado participated (94 % women; M = 27.6 years), all undertaking pre-professional practice. In addition to the teacher self-regulation questionnaire, a teacher well-being questionnaire was administered. The analyses aimed to gather evidence of construct and convergent validity and to explore teacher self-regulation profiles. The results support the validity of the factorial model of the original scale, with a second-order factor (self-regulation) and three first-order factors: forethought, performance, and self-reflection. The scales and subscales showed acceptable reliability indicators. Significant positive correlations were found between teacher self-regulation and teacher well-being. Cluster analysis identified profiles corresponding to high, medium, and low levels of teacher self-regulation, showing internal variability. The results suggest that the questionnaire is a valid instrument for assessing teacher self-regulation in initial teacher training. The relationship with teacher well-being highlights the importance of teacher self-regulation in developing interventions aimed at improving educational quality]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Compreender como os futuros docentes autorregulam suas atividades de ensino é fundamental para fortalecer a qualidade educacional. Avaliar esse processo representa um desafio, especialmente na formação inicial, em que seu desenvolvimento é essencial. Este estudo instrumental teve como objetivo validar o Questionário de Avaliação da Autorregulação Docente em estudantes de magistério no Uruguai. Participaram 175 estudantes de um instituto de formação docente em Maldonado (94 % mulheres; M = 27,6 anos), que realizavam práticas pré-profissionais. Além do questionário de autorregulação docente, foi aplicado um questionário de bem-estar docente. As análises realizadas visaram coletar evidências de validade de construto e convergente, além de explorar perfis de autorregulação docente. Os resultados sugerem a validade do modelo fatorial da escala original, com um fator de segunda ordem (autorregulação) e três fatores de primeira ordem: disposição, desempenho e autoavaliação. Em geral, as escalas e subescalas apresentaram indicadores aceitáveis de confiabilidade. Foram encontradas correlações significativas e positivas entre autorregulação docente e bem-estar docente. A análise de conglomerados permitiu identificar perfis correspondentes a níveis altos, médios e baixos de autorregulação docente, que, por sua vez, apresentaram variabilidade interna. Os resultados apresentam o questionário como um instrumento válido para avaliar a autorregulação docente na formação inicial. A relação com o bem-estar docente destaca a importância da autorregulação docente no desenvolvimento de intervenções voltadas para melhorar a qualidade educacional]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[autorregulación]]></kwd>
<kwd lng="es"><![CDATA[bienestar]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de magisterio]]></kwd>
<kwd lng="es"><![CDATA[evaluación educativa]]></kwd>
<kwd lng="en"><![CDATA[self-regulation]]></kwd>
<kwd lng="en"><![CDATA[well-being]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[student teachers]]></kwd>
<kwd lng="en"><![CDATA[educational assessment]]></kwd>
<kwd lng="pt"><![CDATA[autorregulação]]></kwd>
<kwd lng="pt"><![CDATA[bem-estar]]></kwd>
<kwd lng="pt"><![CDATA[formação docente]]></kwd>
<kwd lng="pt"><![CDATA[estudantes de magistério]]></kwd>
<kwd lng="pt"><![CDATA[avaliação educacional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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