Estudio del rol y agenciamiento del docente y su incidencia en el ambiente de aprendizaje y el desempeño académico en inglés.

Abstract

This study focuses on exploring the relationship between teacher agency and academic performance, grounded in pedagogical theories and models such as the Self-Determination Theory, which emphasizes the importance of promoting autonomy, competence, and relatedness in teaching and learning processes. Through a qualitative and quantitative methodology, pedagogical practices and challenges faced by English teachers in public institutions were analyzed. The research aims to identify the key characteristics of teacher agency that contribute to the design of inclusive and participatory strategies, and how these practices impact students’ motivation and academic achievement. The expected results will not only provide a better understanding of the interrelationship between these elements but also generate concrete proposals to strengthen pedagogical practices in bilingual learning environments, ensuring their relevance within the Colombian sociocultural context. Finally, this analysis makes a significant contribution to the debate on bilingual education in Colombia by highlighting the need to empower teachers as pedagogical leaders capable of adapting learning environments that promote bilingualism as a tool for inclusion and the holistic development of students. In doing so, it seeks to bridge the gap between educational policies and classroom practice, contributing to a more equitable and effective educational system.