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espanolResumen En esta investigacion buscamos generar un modelo teorico que permita comprender como se desarrolla el proceso de aprendizaje autodirigido del saber pedagogico (AAD-SP) en estudiantes de pedagogia chilenos cuando usan tecnologias digitales. Utilizamos teoria fundamentada constructivista para analizar datos narrativos de 33 estudiantes entrevistados. Los resultados nos permiten indicar que este proceso ocurre segun tres fases sucesivas: necesidad de informacion, busqueda autonoma de informacion digital, y uso academico de tecnologias digitales. La categoria central que sostiene el proceso, compromiso docente, alude a la disposicion a estar preparado profesionalmente para una docencia efectiva. Cada fase es influida por elementos del perfil academico de los estudiantes y del contexto de formacion inicial docente. El abordaje de la alfabetizacion computacional y manejo de informacion y el aprendizaje autodirigido, durante la formacion inicial docente, podria aportar recursos a practicas de desarrollo profesional que apoyen al futuro profesor a lo largo de su vida laboral. EnglishAbstract This papers seeks to generate a theoretic model for understanding the process of self-directed learning of pedagogical knowledge (SDL-PK) among Chilean student teachers when they use digital technologies. We used constructivist grounded theory to analyze narrative data from 33 interviewed students. The results indicate that this process occurs in three successive phases: need for information, autonomous search for digital information, and academic use of digital technologies. The central category that sustains this process, teaching commitment, alludes to the disposition to be professionally prepared for effective teaching. Each phase is influenced by elements from the students’ academic background and the context of their initial teacher training. The approach to computational literacy and handling of information and self-directed learning, during initial teacher training, can strengthen this process by contributing resources to professional development practices that can support future teachers throughout their work lives.

Aprendizaje autodirigido del saber pedagógico con tecnologías digitales. Generación de un modelo teórico en estudiantes de pedagogía chilenos