The Self-Directed Learning of English Teachers at a Mexican Teaching Training College

Teachers are considered essential for sustainable global development. From this perspective, the importance of the performance of English language teachers in Mexico is highlighted in relation to two main aspects: the lag in the teaching-learning of this language and its influence and relevance as a lingua franca. Based on the premise of the need for lifelong learning by teachers in current sociocultural contexts characterized by the omnipresence of Information and Communication Technologies (ICT), formal institutions are no longer the only settings for teaching, learning, and assessing learning. Therefore, English language teachers at a teaching training college in northern Mexico undertake self-directed strategies and actions for their professional advancement. Thus, the purpose of this study is to identify the levels of self-directed profiles of these teachers to analyze, from the factors identified with the CIPA questionnaire, how correlations are expressed in the sample of participants. Triangulation of the collected data was present throughout the analysis. The main findings show that most respondents have psych cognitive, emotional, and attitudinal resources to undertake self-directed actions towards professional opportunities for self- realization.