Transformations of Early Childhood Teachers’ Attitudes Through the ONDAS Training Program

Abstract

This study examined changes in the attitudes of early childhood teachers resulting from their participation in the ONDAS Training Program, a Colombian government strategy designed to strengthen professional skills and dispositions through reflective practice and the integration of research into training. A quantitative, non-experimental longitudinal design with a descriptive-comparative scope was employed. The sample consisted of 56 female teachers evaluated before and after the program. The 12-month intervention combined a three-module virtual course on innovation, research, and academic writing with an editorial stage and expert mentoring. Data were collected through a validated survey on three dimensions: support and resources, research skills, and pedagogical appropriation. Analyses applied descriptive statistics and intra-group non-parametric tests, with the Benjamini–Hochberg adjustment used to control Type I error. The results revealed improvements in research skills, stronger pedagogical appropriation, and more positive evaluations of support and resources. These transformations also included shifts in teachers’ attitudes toward research, greater openness to feedback, and increased confidence in implementing innovative proposals. Findings confirm that early childhood teacher education is a complex process that benefits from reflective, collaborative, and situated approaches, underscoring the program’s role in strengthening professional competences and enhancing teachers’ ability to critically examine practice and adapt to diverse educational contexts. Importantly, these results provide evidence to inform national teacher training strategies in Colombia, offering practical guidance for policymakers and institutions seeking to strengthen research-based, reflective, and contextually responsive professional development programs.

1. Introduction

In an educational landscape of rapid change, marked by constant change and the need for innovation, Teacher Training (TT) plays a central role in improving pedagogical practices and learning (Imbernón, 2024; Amir et al., 2022; Marcelo & Vaillant, 2009). Beyond the transmission of technical knowledge, reflective, collaborative and situated training processes are required to strengthen teachers’ professional skills and personal dispositions (Cochran-Smith & Lytle, 2009; Villegas-Reimers, 2003). Only in this way is it possible to empower teachers to conduct research in the classroom, adapt to hybrid environments and respond to the needs of their students.

In the case of early childhood education in Colombia, TT is a strategic component in promoting enriched learning environments that stimulate critical thinking, scientific curiosity, and comprehensive development from an early age (MEN, 2013) by combining play, exploration, literature, and artistic expression, which together stimulate the cognitive and emotional processes essential at this stage (Bodrova & Leong, 2007; Edwards et al., 2011).

In this context, TT in early childhood is particularly relevant, as it allows educators to update knowledge about child development and to strengthen situated, creative and relevant pedagogical practices. Classroom research, reflective mediation and the ability to design innovative pedagogical experiences become core skills of the educator (Darling-Hammond et al., 2017).

The ONDAS-Colombia program addresses these needs through a training and support strategy that integrates research with pedagogical practice. It enhances early childhood teachers’ research skills, fosters children’s curiosity, creativity and problem-solving, and encourages teachers to design innovative experiences grounded in authentic questions while disseminating their outcomes as knowledge products. Previous studies (Daza, 2024) indicate that participation in ONDAS promotes research competences, critical thinking, and greater openness to pedagogical innovation. Nevertheless, the program has not yet been implemented within early childhood education.

Therefore, although the literature emphasizes the importance of reflective and research-based teacher training (Cochran-Smith & Lytle, 2009; Darling-Hammond et al., 2017), there are no quantitative studies that specifically evaluate how ONDAS impacts the attitudes, research skills, and pedagogical appropriation of early childhood teachers. This gap limits our understanding of the effectiveness of training strategies situated in early childhood contexts and highlights the need for empirical evidence at this educational level.

Various early childhood teacher training programs worldwide focus on science education with different approaches and methodologies. ONDAS-Colombia stands out for its emphasis on early scientific inquiry and school-based research, integrating participatory projects that actively involve teachers and students. In contrast, programs such as Chile’s “Enseña Chile” emphasize general competencies, pedagogy, inclusion, and technological integration (Dumrauf & Cordero, 2019), while initiatives like Spain’s “Investigando nuestro mundo (6–12)” and the Gea-Clío project promote problem-solving and innovation in teacher education (Estepa & Travé, 2012). Other international programs incorporate emerging technologies and interactive resources (Gillate et al., 2022; Cantero et al., 2020) or highlight neuro-education and inquiry-based learning (Ballesta et al., 2024). Compared to these, ONDAS systematically emphasizes early scientific inquiry, adapts training to urban and rural contexts, and promotes locally relevant educational strategies, reflecting its distinctive focus on participatory research and contextualized innovation (Cuevas et al., 2021).

Thus, this study analyses the transformations in the attitudes of early childhood teachers who participated in the ONDAS Program, before and after its implementation, evaluating their perceptions, expectations and dispositions through three dimensions: evaluation of support and resources, research skills acquired, and pedagogical appropriation of the learning acquired. Accordingly, this study addresses the following research question: What transformations can be identified in the attitudes of early childhood teachers who participated in the ONDAS Program, before and after its implementation, in relation to support and resources, research skills, and pedagogical appropriation of learning? These dimensions make it possible to assess the effectiveness of the strategy and the visibility of the subjective and professional transformations experienced by teachers during their training.

This study provides empirical evidence on factors associated with sustainable impacts on educational practice—intrinsic motivation, self-confidence, willingness to change, openness to feedback, and self-reflection—(Guskey, 2002; Schön, 1983; Darling-Hammond et al., 2017). However, gaps remain in understanding its evolution over time and in authentic training contexts, as well as its implications for the design of situated policies and strategies. The findings will allow researchers to assess not only the effectiveness of the program but also its impact on teacher professional development (beliefs, motivations, and pedagogical practices).

2. Literature Review

Early childhood teacher training (TT) is a continuous process that integrates knowledge and skills (Valle-Flórez et al., 2024) with the transformation of attitudes and dispositions (Romero-Ariza et al., 2021), addressing challenges such as technology integration (Pegalajar, 2017), diversity and inclusion (Santos-González, 2022; Arnaiz-Sánchez et al., 2021), methodological innovation (Boychuk & Boyarska-Khomenko, 2022), and research-based practices (Kowalczuk-Walędziak et al., 2025). However, TT should not be understood as a one-off event, but rather as a sustained process that strengthens critical analysis of practice and adaptation to complex educational environments.

Additionally, TT in early childhood is strategic for transforming education systems and ensuring comprehensive education from the earliest years (UNESCO, 2025). In Colombia, this perspective is consolidated in the guidelines of the MEN (2013), which promote continuous professional development based on pedagogical reflection, collaborative work, and the critical appropriation of knowledge about child development.

From this perspective, TT programs must address the particularities of each stage of human development (Tan & Chua, 2025) and promote meaningful, playful and affective learning experiences that stimulate curiosity, creativity, exploration and critical thinking (Zamzami et al., 2025; Shih, 2024; Edwards et al., 2011; Bodrova & Leong, 2007). This requires situated training processes, anchored in real teaching contexts, aimed at developing professional skills that enable observation, reflection, research and the transformation of practices according to the needs of early childhood (Imbernón, 2024; Villegas-Reimers, 2003).

Evidence indicates that effective TT programs combine conceptual work with practical experiences, sustained support and spaces for collective reflection (Imbernón, 2024; Boude & Sosa, 2020; Avalos, 2011; Darling-Hammond et al., 2017), strengthening both technical learning and internal dispositions—motivation, commitment, openness to feedback, and continuous improvement—(Avalos, 2011).

From this perspective, this study evaluates the ONDAS training program in three dimensions: (1) quality of support and resources, (2) research skills acquired, and (3) pedagogical appropriation of learning, evidenced in attitudinal transformations among early childhood teachers. Each of these is analyzed independently, although they are all related to changes in the attitudes of early childhood teachers, which allows for the evaluation of different aspects of the program’s effectiveness and the integration of learning into teaching practice.

Attitude is assumed to be a learned predisposition to respond favorably or unfavorably to a situation, with cognitive, affective, and behavioral components (Eagly & Chaiken, 1998); cognitively, it is a perception that involves beliefs and evaluations (Ajzen, 1991). From the Expectancy-Value Theory, it involves anticipatory judgments about the consequences of behavior (Fishbein & Ajzen, 1975) and, as a disposition, guides the tendency to respond to stimuli (Allport, 1935). This framework makes it possible to understand the evolution of subjective aspects of professional development in contexts of school-based research and pedagogical culture change.

Teachers’ attitudes—perceptions, expectations, and dispositions—affect how learning derived from training processes is assimilated and applied (Guskey, 2002). Studies suggest that when teachers feel valued, supported and challenged, they are more willing to question their practices, take pedagogical risks and commit to transformation (Cheme-Pincay et al., 2025; Makhkamova, 2024). However, there are still few longitudinal analyses that capture these transformations from the perspective of the teachers themselves, a gap that this study seeks to address.

The first dimension—evaluation of support and resources—comprises how teachers perceive the relevance and usefulness of the support provided during the training process and to what extent it facilitates the transformation of teaching practice. The literature highlights that effective teacher training relies on close, contextualized support (Romero-Ariza et al., 2021), understood as a dynamic and horizontal process of dialogue and guidance (Arriagada-Hernández et al., 2024) that fosters trust, reflection, and feedback for change (Darling-Hammond et al., 2017). Moreover, the availability and quality of institutional resources are key to sustaining innovations (Badarudin et al., 2025). Furthermore, the perception and use of teaching tools depend on teachers’ trajectories and the social environment of the program, which frames planning, support and evaluation (Díaz-Barriga, 2010).

The second dimension—research skills—identifies the skills strengthened by the ONDAS Program. It consolidates the figure of the teacher as a reflective professional and producer of knowledge who investigates their own practice in order to improve it (Schön, 1983; Stewart & Jansky, 2022), taking on the role an agent of their own professional learning (Juuti et al., 2021) and begin prepared to adapt to social changes (Oestar & Marzo, 2022).

This perspective promotes the use of tools to problematize classroom situations (Rodríguez-Sosa & Hernández-Sánchez, 2018), generate meaningful questions (Wang et al., 2023), systematize experiences (Volynets et al., 2021), plan teaching (Juuti et al., 2021; Manongsong & Panopio, 2018), and conduct rigorous inquiry (Mertler, 2021). In early childhood, these skills support understanding of child development and designing pedagogical experiences aligned with children’s needs (Edwards et al., 2011), though their consolidation depends on motivation and commitment to both training (Castro & Martínez, 2016) and classroom improvement.

However, skill acquisition does not automatically ensure sustainable change in practice (Guskey, 2002; Abakah, 2023). This highlights the need to examine a third dimension—pedagogical appropriation—which concerns the internalization and recontextualization of learning in everyday practice. It involves making external knowledge one’s own (Rossi, 2015) and integrating it to transform pedagogical proposals and routines (Kalyaniwala, 2014). The most evident attitudinal shifts here are willingness to change, openness to feedback, and professional self-confidence.

Overall, the literature review shows that, in order to understand the impact of early childhood teacher training, it is necessary to adopt a comprehensive approach, articulating structural components (support and resources), professional development (research skills) and subjective appropriations (attitudes and practices). This framework allows for a more in-depth analysis of the effects of initiatives such as the ONDAS Program and guides more relevant, sustainable and contextualized strategies for the Colombian education system.

3. Materials and Methods

This study adopted a quantitative approach with a non-experimental longitudinal design and a descriptive-comparative scope. Two measurements were taken before and after the programme’s implementation to identify transformations in teachers’ attitudes (perceptions, expectations and dispositions) when implementing the ONDAS Program.

3.1. Participants

The sample consisted of 56 female teachers who responded to the survey at both times, which allowed for a longitudinal comparative analysis. All participants were female, reflecting the demographic reality of early childhood education in Colombia, where more than 96% of teachers are women. The invitation to participate in this study was sent to all early childhood educators; however, only female teachers registered and took part in the process.

The participants were identified through a non-probabilistic convenience sampling process. The questionnaire was distributed to 250 teachers from 218 educational institutions participating in the ONDAS program. The final sample corresponds to those teachers who completed both the pre- and post-program surveys. Although the sample is not statistically representative of the total population, it provides valuable insight into consistent patterns among teachers who maintained participation throughout this study. Among the participants, 69.7% worked in urban areas and 30.3% in rural areas. The average age was 48.51 years, ranging from 32 to 63 years, reflecting substantial age diversity. Statistical analyses were conducted to determine whether there were significant differences according to age or geographic context (urban/rural) in relation to the study variables. No statistically significant differences were found, suggesting that the results obtained are consistent and comparable among participants of different ages and geographical origins.

3.2. Intervention Program

The ONDAS Program was developed over 12 months, divided into two stages. The first stage consisted of developing a three-module virtual course. Module 1, “Let’s innovate and investigate”, provided a theoretical foundation for the ONDAS Program, introduced scientific skills and curriculum guidelines, and culminated in the design of a research proposal to be implemented in the following modules. Module 2, “Research Development—ONDAS Roadmap” guided teachers and children in the execution of the research project. Module 3, “Let’s Publish” focused on academic writing and the development of a knowledge product for dissemination.

The second stage covered the editorial process, which included review, adaptation to editorial guidelines, external evaluation, and adjustments for final dissemination as book chapters or articles in indexed journals on the processes carried out by the teachers. Throughout the process, the teachers received specialized guidance from a team of expert teachers, both in the dynamics of the ONDAS Program and in research methodology.

3.3. Data Collection

A survey designed and validated by the Colombian Observatory of Science and Technology was used to evaluate the ONDAS program. The instrument contains 80 items in five dimensions, with dichotomous, polytomous, ordinal (five-point Likert) and multiple-choice questions. For this study, three dimensions were selected: evaluation of support and resources (8 items), research skills (7) and pedagogical appropriation (8), as these correspond to the main areas of the training program. This selection allowed the analysis to focus on the variables most relevant to the research objectives, avoiding the inclusion of elements unrelated to the phenomenon under study.

To ensure the construct validity of this adapted version, a three-stage validation process was conducted: (1) expert review of the conceptual model and items by specialists from the participating universities; (2) verification of data consistency and security in the automated collection system; and (3) validation of data coherence through data cleaning and frequency analysis. Together, these procedures ensured that the three selected dimensions maintained theoretical coherence and measurement reliability in alignment with this study’s framework.

The survey was administered digitally at two points in time (before and after the intervention, with a one-year interval). The instructions, technological resources, and response times were standardized for all participants. Informed consent was obtained, guaranteeing confidentiality and the strictly academic use of the information collected.

3.4. Data Analysis

To analyze the information collected, a descriptive analysis of the variables corresponding to each dimension and sub-dimension was first carried out to identify trends before and after the intervention. Depending on the type of variable, frequencies and percentages (for categorical data) and measures of central tendency (mean and median) (for ordinal data) were calculated. Second, inferential analyses were performed to compare and determine whether the differences observed between the two measurement points were statistically significant. Since the variables were not continuous and did not meet the assumptions of normality, non-parametric statistical tests were used.

Table 1. Dimensions, sub-dimensions, type of variable, statistics, and comparison tests.

Dimensions/Sub-Dimensions				Type of Variable	Descriptive Statistics/Comparison Test
Dimension 1: Evaluation of support and resources
	Overall assessment of support and resources			Ordinal	Percentages-Median-Mean/Wilcoxon-Signed-Rank
	Impact of support on teacher willingness and confidence
		Overall index
		Confidence and enthusiasm
		Level of preparedness
		Willingness to adapt
		Willingness to engage in self-training
		Personal recognition and feedback
	Usefulness of support in overcoming challenges and strengthening practice
		Usefulness of support in overcoming challenges		Polytomous	Percentages/Stuart-Maxwell-Test
		Areas strengthened in educational practice
Dimension 2: Research skills
	Motivation for acquiring research skills			Polytomous	Percentages/Stuart-Maxwell-Test
	Application of research skills in teaching practice
		Inquiry
		Pedagogical planning
		Systematisation of practice (Research articles-Educational resources-Textbooks-Popular science journals-Other educational materials-Other research outputs-None)		Dichotomous	Percentages/McNemar’s-χ2
	Perceived contributions of research skills to teaching assessment and teaching achievements
		Contribution to teaching methods and innovation		Polytomous	Percentages/Stuart-Maxwell-Test
		Improvement in assessment and feedback
		Achievements in integrating research skills
Dimension 3: Pedagogical appropriation
	Phase 1. Familiarization and knowledge acquisition
		Level of familiarity with the ONDAS Program		Ordinal	Percentages-Median-Mean/Wilcoxon-Signed-Rank
		Learnings acquired in the ONDAS Program		Polytomous	Percentages/Stuart-Maxwell-Test
	Phase 2. Integration and practical application
		Incorporation of the ONDAS Program into teaching practices		Ordinal	Percentages-Median-Mean/Wilcoxon-Signed-Rank
		Contribution of the ONDAS Program to connecting curiosity/theory/practice		Polytomous	Percentages/Stuart-Maxwell-Test
	Phase 3. Sustainability, motivation and transformation
		Motivation and persistence
			Main reason that motivated you to start and keep going	Polytomous	Percentages/Stuart-Maxwell-Test
			Level of motivation and interest	Ordinal	Percentages-Median-Mean/Wilcoxon-Signed-Rank
		Adaptability and flexibility
		Integration of the ONDAS Programme for innovation

summarizes the dimensions, sub-dimensions, type of variable, and comparison tests applied according to the type of variable analyzed.

A significance level of p-adjust ≤ 0.05 was used for the acceptance or rejection of null hypotheses, given that multiple statistical tests were conducted and the risk of Type I error (false positives) increases with each additional test, thereby compromising the reliability of the conclusions. The p-value adjustment was performed using the Benjamini-Hochberg (BH) method, which controls the Family-Wide Error Rate (FWER) derived from multiple comparisons. All analyses were performed using RStudio software (version 2025.05.1) and the R language (version 4.5.1).

4. Results and Discussion

The results and discussion sections present the changes in the attitudes of 56 teachers after their participation in the ONDAS program for early childhood, analyzed in three dimensions: (1) evaluation of support and resources, (2) research skills, and (3) pedagogical appropriation. The sequence follows a progressive logic: first, the support provided by the program; then, the expected achievement (the strengthening of research skills); and, finally, the holistic integration of learning into pedagogical practice.

In each dimension, descriptive and inferential analyses are combined to identify trends and estimate the significance of the changes observed. This integration strengthens the interpretation of the findings, ensures consistency with the program’s objectives, and situates them in dialogue with the specialized literature.

4.1. Evaluation of Support and Resources

This dimension includes three sub-dimensions: (1) overall assessment of support and resources, (2) impact of support on teacher willingness and confidence, and (3) usefulness of support in overcoming challenges and strengthening practice. These allow us to understand how teachers perceived the support they received, how it influenced their attitudes, and how it translated into concrete improvements in their educational practice.

Table 2. Descriptive and inferential results of the evaluation of support and resources.

Sub-Dimensions			Before	After	Difference	Test Comparison
1. Overall assessment of support and resources
	I would highly value…		10.71%	67.86%	57.10%	Wilcoxon Signed-Rank. W = 907.5 Adjusted p-value (BH) = 0.000005210
	I would moderately value…		37.50%	23.21%	−14.30%
	Neutral, without a clear perception…		35.71%	3.57%	−32.10%
	I would place little value on support resources…		16.07%	3.57%	−12.50%
	I would not have a positive opinion…		0.00%	1.79%	1.80%
	Median/Average		3/3.43	5/4.52	2.00/1.09
2. Impact of support on teacher disposition and confidence
	Global Index
		Average	4.44	4.60	0.16	Wilcoxon Signed-Rank. W = 813.5 Adjusted p-value (BH) = 0.011384559
		Median	4.50	4.80	0.30
		Standard deviation	0.41	0.54	0.13
	Confidence and enthusiasm
		They will improve considerably…	62.50%	75.00%	12.50%	Wilcoxon Signed-Rank. W = 111.5 Adjusted p-value (BH) = 0.527092317
		They will contribute to a certain extent…	30.36%	17.86%	−12.50%
		I’m not sure…	7.14%	3.57%	−3.57%
		They will have a limited impact…	0.00%	1.79%	1.79%
		I don’t think they have any effect…	0.00%	1.79%	1.79%
		Median/Average	5/4.55	5/4.62	0.00/0.07
	Level of preparation
		I feel completely prepared…	32.14%	62.50%	30.36%	Wilcoxon Signed-Rank. W = 352 Adjusted p-value (BH) = 0.022868135
		My level of preparation is adequate…	60.71%	32.14%	−28.57%
		Neutral, I’m not sure…	5.36%	3.57%	−1.79%
		I have doubts about my preparation…	1.79%	0.00%	−1.79%
		I don’t feel ready…	0.00%	1.79%	1.79%
		Median/Average	4/4.23	5/4.54	1.00/0.31
	Willingness to adapt
		I am completely willing…	71.43%	69.64%	−1.79%	Wilcoxon Signed-Rank. W = 52.5 Adjusted p-value (BH) = 0.445934112
		I am willing to adapt…	28.57%	25.00%	−3.57%
		Neutral, I’m not sure…	0.00%	5.36%	5.36%
		I have doubts about my disposition…	0.00%	0.00%	0.00%
		I don’t think about my disposition…	0.00%	0.00%	0.00%
		Median/Average	5/4.71	5/4.64	0.00/−0.07
	Willingness to engage in self-training
		I am completely willing…	44.64%	60.71%	16.07%	Wilcoxon Signed-Rank. W = 256.5 Adjusted p-value (BH) = 0.127292165
		I am willing…	48.21%	33.93%	−14.28%
		Neutral, not sure…	7.14%	5.36%	−1.78%
		I have doubts about my disposition…	0.00%	0.00%	0.00%
		I don’t think about my disposition…	0.00%	0.00%	0.00%
		Median/Average	4/4.38	5/4.55	1.00/0.17
	Self-awareness for feedback
		I have a strong ability…	48.21%	69.64%	21.43%	Wilcoxon Signed-Rank. W = 354 Adjusted p-value (BH) = 0.05908681
		I have a certain ability…	41.07%	23.21%	−17.86%
		Neutral, not sure	7.14%	7.14%	0.00%
		I have doubts about whether my ability…	1.79%	0.00%	−1.79%
		I don’t think I have the ability…	1.79%	0.00%	−1.79%
		Median/Average	5/4.32	5/4.62	0.00/0.30
3. Usefulness of support in overcoming challenges and strengthening practice
	Usefulness of support in overcoming challenges or difficulties
		Providing individualized feedback…	3.57%	12.50%	8.93%	Stuart-Maxwell Test χ2 (chi-square) = 12 Adjusted p-value (BH) = 0.080296323
		Establishing a community…	12.50%	5.36%	−7.14%
		Provide additional resources…	8.93%	16.07%	7.14%
		Offer training sessions…	10.71%	8.93%	−1.78%
		Provide detailed guidance…	64.29%	50.00%	−14.29%
		Not sure	0.00%	7.14%	7.14%
	Areas strengthened in educational practice through support
		Developing effective strategies…	19.64%	17.86%	−1.78%	Stuart-Maxwell Test χ2 (chi-square) = 6.66 Adjusted p-value (BH) = 0.336810194
		Strengthen capacity to integrate…	17.86%	12.50%	−5.36%
		Improve guiding skills…	50.00%	44.64%	−5.36%
		Improve classroom management and facilitation…	10.71%	16.07%	5.36%
		Achieving greater understanding…	0.00%	8.93%	8.93%
		Other	1.79%	0.00%	−1.79%

Note: Significance level: 0.05, p-values adjusted using the Benjamini-Hochberg (BH) method.

presents the descriptive and inferential analyses of this dimension.

4.1.1. Overall Assessment of Support and Resources

In the overall assessment of the virtual training resources and pedagogical support provided by the ONDAS Program to facilitate its implementation in early childhood education, it was found that at the start of the program, more than 50% of teachers expressed neutral expectations or a low assessment. In contrast, at the end of the process, more than 90% expressed a high or moderate assessment. This change was supported by the Wilcoxon Signed-Rank test (Table 2), which showed statistically significant differences between the two moments.

These results show that the ONDAS Program exceeded the teachers’ initial expectations owing to its solid design and institutional support. As Fullan (2007) points out, training experiences with a collaborative approach and contextualized sustained support favor lasting transformations in teaching practice. Likewise, initiatives such as ONDAS, which encourage research from an early age, contribute to strengthening active learning and teachers’ pedagogical appropriation to transform their practices (Juuti et al., 2021).

4.1.2. Impact of Support on Teacher Willingness and Confidence

To determine the impact, a global index was created based on five variables: confidence and enthusiasm, level of preparation, willingness to adapt, willingness to engage in self-training, and self-awareness for feedback. The reliability of the index was assessed using Cronbach’s alpha, showing a moderate value in the initial measurement (0.63) and a high value in the final measurement (0.87), which demonstrates an improvement in the internal consistency of the responses and supports its use in interpreting the impact of the program (George & Mallery, 2003).

As shown in Table 2, the overall index showed a statistically significant change (Adjusted p-value = 0.011), suggesting that the support had a positive effect on the teachers’ willingness and confidence. The greatest change was observed in the preparation level variable, with an increase of +30.36 points in the highest category of the scale, which was also the only statistically significant change at the individual level. At the end of the process, the teachers reported feeling fully prepared and confident to participate actively. This result underscores the importance of strengthening competencies and emotional conditions that enhance engagement in educational change processes (Darling-Hammond et al., 2017; Guskey, 2002).

This was followed by self-recognition and feedback, showing an increase of +21.43 points in the highest rating. Teachers reported having a greater ability to identify strengths and weaknesses, which increased their willingness to receive feedback and improve their practices. This finding is consistent with studies that identify self-reflection and metacognition as mechanisms for professional teacher development (Schön, 1983). The ability to recognize areas for personal improvement provides a basis for more autonomous and conscious practice (Feiman-Nemser, 2001).

The willingness to engage in self-training processes also showed significant progress (+16.07) in the highest category, a sign of greater commitment to autonomous learning, which facilitated the appropriation of support and strengthened the implementation of the ONDAS Program. This attitude of self-training is key in contexts of educational change, where teachers are required to take an active role in their professional development.

In terms of the confidence and enthusiasm variable, the improvement was moderate (+12.5), reflecting a greater emotional willingness to face pedagogical challenges and open up to new training experiences. In contrast, the willingness to adapt to new concepts was the variable with the least change, suggesting that cognitive flexibility requires longer processes or specific interventions to be strengthened. In future training initiatives, it would be relevant to consider strategies aimed at improving this dimension to facilitate a more fluid adaptation to new pedagogical proposals.

In summary, the findings confirm the positive impact of the ONDAS Program’s pedagogical support not only in terms of attitudes such as confidence, willingness and enthusiasm, but also in terms of more conscious and sustained practices of self-assessment and self-training, which are fundamental to continuous professional development.

4.1.3. Usefulness of Support in Overcoming Challenges and Strengthening Practice

No statistically significant changes were observed in terms of the usefulness of support during the implementation of the ONDAS Program; however, three trends were identified. First, although there was a percentage decrease (−14.29), 50% of teachers indicated that practical guidance for addressing specific challenges was the main contribution of support, underscoring the need for contextualized advice. Second, the assessment of teaching support and additional resources increased by 16.5, indicating the value of having concrete materials to implement the program in the classroom. Finally, individualized feedback showed an increase of 8.93 points, consolidating itself as a relevant strategy for adapting learning to teaching realities and promoting continuous improvement.

These results indicate that support played a technical and pedagogical role by providing situated and personalized support. The literature indicates that effective support must address conceptual and contextual aspects of the training process, recognizing the individual trajectories and emerging needs of teachers (Avalos, 2011; Desimone & Garet, 2015), and that the combination of individualized feedback, relevant resources and specific guidance enhances professional reflection (Van Es & Sherin, 2008).

With regard to the areas strengthened in educational practice through support, two aspects stand out. On the one hand, although the perception of the ability to guide students in research processes decreased slightly (−5.36%), more than 44% of teachers reported improvements in this central component of the program. On the other hand, there was a 5.36% increase in the frequency of mentions of the ability to manage the classroom and facilitate learning during program activities. These results reflect that support contributed to consolidating competencies to position children as co- researchers and promote pedagogical practices based on inquiry and the contextualized construction of knowledge. This type of support, when sustained, situated and reflective, contributes to transforming teaching practice (Avalos, 2011; Boude & Sosa, 2020). Encouraging teachers to take a more flexible and exploratory view of teaching processes and allowing them to act as mediators of meaningful scientific experiences (Fleer, 2011) promotes the joint construction of pedagogical knowledge and encourages the adoption of innovative approaches (Van Es & Sherin, 2008).

4.2. Research Skills

This dimension was analyzed in three sub-dimensions that revealed changes in early childhood teachers’ perceptions of research skills development throughout the process and offer a comprehensive view of how participants perceive: their motivation to acquire research skills; the application of research skills in teaching practice; and the perceived contributions of research skills to teaching, assessment and teaching achievements.

Table 3. Descriptive and inferential results of acquired research skills.

Sub-Dimensions			Before	After	Difference	Test Comparison
1. Motivation for acquiring research skills
	Developing skills…		14.29%	12.50%	−1.79%	Stuart-Maxwell Test χ2 (chi-square) = 0.85 Adjusted p-value (BH) = 0.973833448
	Driving innovation in the classroom…		26.79%	28.57%	1.78%
	Constantly seeking to improve quality…		21.43%	17.86%	−3.57%
	Strengthen the capacity to design…		16.07%	21.43%	5.36%
	Foster a learning environment…		17.86%	16.07%	−1.79%
	Contribute to professional development…		3.57%	3.57%	0.00%
2. Application of research skills in teaching practice
	Inquiry
		Through research projects	26.79%	37.50%	10.71%	Stuart-Maxwell Test χ2 (chi-square) = 3.07 Adjusted p-value (BH) = 0.322723702
		Collaborating with other teachers…	12.50%	5.36%	−7.14%
		Encouraging curiosity…	60.71%	57.14%	−3.57%
	Pedagogical planning
		I have designed interventions…	3.57%	0.00%	−3.57%	Stuart-Maxwell Test χ2 (chi-square) = 29.03 Adjusted p-value (BH) = 0.000114470
		I have used research data…	14.29%	21.43%	7.14%
		Skills training…	23.21%	42.86%	19.65%
		Research training…	16.07%	28.57%	12.50%
		I have not received training	42.86%	0.00%	−42.86%
		I have not experienced an impact…	0.00%	7.14%	7.14%
	Systematization of practice
		Research articles	12.50%	67.86%	55.36%	McNemar’s χ2 (chi-square) = 27.27 Adjusted p-value (BH) = 0.000001325
		Educational resources	14.29%	30.36%	16.07%	McNemar’s χ2 (chi-square) = 3.76 Adjusted p-value (BH) = 0.104690126
		Textbooks	3.57%	17.86%	14.29%	McNemar’s χ2 (chi-square) = 6.12 Adjusted p-value (BH) = 0.039209665
		Popular science magazines	3.57%	8.93%	5.36%	McNemar’s χ2 (chi-square) = 0.8 Adjusted p-value (BH) = 0.445934112
		Other educational materials	8.93%	12.50%	3.57%	McNemar’s χ2 (chi-square) = 0.17 Adjusted p-value (BH) = 0.706646274
		Other research outputs	12.50%	19.64%	7.14%	McNemar’s χ2 (chi-square) = 0.75 Adjusted p-value (BH) = 0.445934112
		None	66.07%	7.14%	−58.93%	McNemar’s χ2 (chi-square) = 29.26 Adjusted p-value (BH) = 0.000000063
3. Perceived contributions of research skills to teaching, assessment and teaching achievements
	Contribution to teaching methods and innovation
		Stimulating creativity…	14.29%	8.93%	−5.36%	Stuart-Maxwell Test χ2 (chi-square) = 5.84 Adjusted p-value (BH) = 0.322723702
		Facilitating the integration of approaches…	16.07%	25.00%	8.93%
		Enabling more critical evaluation…	8.93%	5.36%	−3.57%
		Promoting practical application…	8.93%	19.64%	10.71%
		All of the above	51.79%	41.07%	−10.72%
	Improvement in assessment and feedback
		Supporting feedback…	5.36%	8.93%	3.57%	Stuart-Maxwell Test χ2 (chi-square) = 10.02 Adjusted p-value (BH) = 0.085920106
		Facilitating early identification…	14.29%	17.86%	3.57%
		Enabling more accurate assessment…	8.93%	16.07%	7.14%
		Providing tools…	12.50%	23.21%	10.71%
		All of the above	58.93%	33.93%	−25.00%
	Achievements in integrating research skills
		Contributing to the development of practices…	3.57%	3.57%	0.00%	Stuart-Maxwell Test χ2 (chi-square) = 15.99 Adjusted p-value (BH) = 0.011384559
		Facilitating an educational environment…	21.43%	33.93%	12.50%
		Strengthen the capacity to design…	7.14%	23.21%	16.07%
		Improve participation…	5.36%	8.93%	3.57%
		All of the above	62.50%	30.36%	−32.14%

Note: Significance level: 0.05, p-values adjusted using the Benjamini-Hochberg (BH) method.

presents the descriptive and inferential analyses of this dimension.

4.2.1. Motivation for Acquiring Research Skills

This sub-dimension analyzes the main motivation for acquiring research skills. As can be seen in Table 3, the results before and after the training program show limited variation. The most highly rated statement at both times was to promote innovation in the classroom and contribute to the advancement of educational knowledge, with a slight increase of 1.78 points. The greatest change was observed in strengthening the ability to design and implement pedagogical research that improves teaching practice, which increased by 5.36 points. In contrast, contributing to continuous professional development and adapting to the changing demands of the educational environment was the least selected and remained stable throughout the process.

The results of the comparison tests show that there are no statistically significant changes, which, far from representing a negative finding, can be interpreted as an expected and desirable result. This is because the purpose of the intervention was not to radically transform initial perceptions, but to strengthen teachers’ research capacities by maintaining their motivation and supporting the development of their own research proposals. In this sense, the stability observed in the before and after data indicates that the reasons driving their interest and commitment to the program were firmly established from the beginning of the process.

These findings are consistent with previous research that points out how a strong intrinsic motivation at the beginning of a training process can remain stable when the environment offers adequate conditions for professional development (Deci & Ryan, 2000; Avalos, 2011). In the context of PD, successful programs do not always seek to modify initial motivations, but rather to enhance them through meaningful and contextualized experiences (Marcelo & Vaillant, 2009; Imbernón, 2024).

The limited variation in teachers’ initial motivations, particularly regarding the drive to innovate in the classroom and contribute to knowledge, suggests that the program did not seek to change their fundamental interests, but rather to channel them towards strengthening research skills. Thus, the stability in this sub-dimension does not reflect a lack of impact, but rather the consolidation of a pre-existing commitment, aligned with the program’s objectives.

4.2.2. Application of Research Skills in Teaching Practice

This sub-dimension examines how teachers integrated and used research skills (inquiry, pedagogical planning, and systematization of practice) to improve their teaching practice. Table 3 shows that, before and after the intervention, teachers developed inquiry by fostering curiosity and research among students. In addition, work on research projects was associated with a 10.71% increase in teachers’ perceptions, attributable to the ONDAS Program’s focus on developing research processes with children. However, these changes were not statistically significant.

With regard to pedagogical planning, at the beginning, 42.86% had not received training in this area. After the intervention, teachers’ perceptions increased, with 19.65% stating that they had improved their ability to continuously evaluate and adjust pedagogical approaches and 12.50% stating that it had enabled them to identify and address the specific needs of each student. Even so, 7.14% reported no significant impact on the design of personalized pedagogical interventions. The inferential results showed a statistically significant change in the marginal proportions (Table 3). This finding can be explained, in part, by the fact that many teachers had no training in research skills, so the program represented a significant opportunity to strengthen this dimension.

Upon receiving specific training, they developed a greater capacity to constantly evaluate and adjust their pedagogical approach and to identify and address the needs of students, which were the variables with the greatest changes in the descriptive analyses observed. This coincides with recent studies on the transformation of teaching practices based on pedagogical planning, impacting teachers’ capacity for analysis and pedagogical adaptation to improve their practice (Juuti et al., 2021; Manongsong & Panopio, 2018).

In systematizing their practice, teachers used different products as a means of documenting, reflecting on and communicating their training experiences. It should be noted that, prior to the intervention, 66.1% had not carried out any systematization processes. However, after the training, there was an increase in the production of all types of products, with a notable 55.36% increase in the production of research articles. In addition, there was a statistically significant change in the marginal proportions in the generation of research articles (an increase from 12.5% to 67.86%) and textbooks (an increase from 3.57% to 17.9%). This progress was due to two reasons. First, previously, most teachers had not systematized their practice, with a significant decrease from 66.1% to 7.1% in the proportion of teachers who did not generate any products. The second, and an important factor, is that the delivery of a systematization product (whether research or educational) was one of the project requirements for certification. This acted as a powerful catalyst, encouraging participants to formalize and disseminate their pedagogical experience.

The production of articles and textbooks not only represents an improvement in the academic output of teachers, but also contributes directly to the visibility and enrichment of pedagogical knowledge (Volynets et al., 2021; Jara, 2018). The systematization of experiences, as proposed by Jara (2018), transforms practice into explicit knowledge, allowing for its socialization and critique. This result underscores the value of initiatives that encourage research in the field of education, prompting teachers to move from implicit practice to systematic reflection and dissemination, which is fundamental to teacher professionalization and the continuous improvement in educational quality.

4.2.3. Perceived Contributions of Research Skills to Teaching, Assessment and Teaching Achievements

This sub-dimension examined whether the teachers’ initial provisions and perceptions regarding research and teaching were fulfilled, in particular the contributions of research skills to teaching methods and innovation and improvement in assessment and feedback. According to Table 3, research skills contributed to improving teaching methods and innovation in various ways. Noteworthy are the promotion of the practical application of research relevant to the educational context (+10.71%) and the integration of innovative evidence-based approaches (+8.93%).

Likewise, there was an improvement in assessment and feedback, by incorporating tools to collect and analyze relevant data on student performance (+10.71%) and allowing for more accurate assessments of the effectiveness of teaching strategies (+ 7.14%). In addition, the integration of research skills increased the capacity to design and implement more effective educational projects was strengthened (+16.07%), and a more dynamic and innovation-friendly educational environment was created (+12.50%).

In this sub-dimension, only one statistically significant change was observed in teaching achievements in integrating research skills. This finding indicates that, although teachers’ perceptions of the contributions to teaching and assessment did not show significant variations, there was an increase in the recognition of concrete benefits in terms of transforming pedagogical practice. The ability to design and implement more effective educational projects can be interpreted as an indication of the appropriation of tools to intervene systematically in their contexts. According to Cochran-Smith and Lytle (2009), when teachers take on an active role as investigators of their own practice, they not only generate situated knowledge, but also develop more effective teaching strategies.

These results coincide with research that highlights the importance of research training in the development of more participatory, reflective, and innovative pedagogical environments (Darling-Hammond et al., 2017; Cochran-Smith & Lytle, 2009). In this sense, teachers have the potential to transform schools (Zeichner, 2010) by strengthening their research skills, which allows them to take a more analytical and transformative view of their professional role (Juuti et al., 2021; Oestar & Marzo, 2022) and designing contextualized learning environments adapted to the real needs of the classroom (Marcelo & Vaillant, 2009).

4.3. Pedagogical Appropriation

The purpose of this dimension was to evaluate the comprehensive process through which teachers have internalized, adapted and transformed the principles and methodologies of the ONDAS Program in their educational practice. This process is analyzed in different phases, ranging from familiarization and knowledge acquisition, through integration and application in practice, to sustainability, motivation and transformation in their pedagogical work.

Table 4. Descriptive and inferential results of pedagogical appropriation.

Phases				Before	After	Difference	Test Comparison
Phase 1. Familiarization and knowledge acquisition
	Level of familiarity with the ONDAS Program
		I have detailed knowledge…		5.36%	42.86%	37.50%	Wilcoxon Signed-Rank. W = 1022 Adjusted p-value (BH) = 0.000000165
		I have acquired information…		30.36%	48.21%	17.90%
		I am familiar with some…		39.29%	8.93%	−30.40%
		My knowledge is limited…		10.71%	0.00%	−10.70%
		I am not aware…		14.29%	0.00%	−14.30%
		Median/Average		3/3.02	4/4.34	1.00/1.32
	Learning acquired in the ONDAS program
		Learning about integration…		1.79%	1.79%	0.00%	Stuart-Maxwell Test χ2 (chi-square) = 9.77 Adjusted p-value (BH) = 0.144792346
		Develop teaching methods…		53.57%	37.50%	−16.07%
		Encourage critical thinking…		41.07%	39.29%	−1.78%
		Build cooperative ties…		1.79%	10.71%	8.92%
		Improve my understanding of science		1.79%	8.93%	7.14%
		Other		0.00%	1.79%	1.79%
Phase 2. Integration and practical application
	Incorporation of the ONDAS Program into teaching practices
		Actively integrate…		10.71%	85.71%	75.00%	Wilcoxon Signed-Rank. W = 1130.5 Adjusted p-value (BH) = 0.00001325
		Consider the possibility of incorporating…		12.50%	0.00%	−12.50%
		I had heard about the Program…		32.14%	1.79%	−30.40%
		I am not aware…		39.29%	0.00%	−39.30%
		I’m not sure about my level…		5.36%	12.50%	7.10%
		Median/Average		3/2.84	5/4.46	2.00/1.62
	Contribution of the ONDAS Program to connect curiosity/theory/practice
		Establish meaningful connections…		0.00%	1.79%	1.80%	Stuart-Maxwell Test χ2 (chi-square) = 8.9 Adjusted p-value (BH) = 0.338731101
		Facilitates access to educational resources…		5.36%	12.50%	7.10%
		Promotes the connection between theory and practice…		23.21%	12.50%	−10.70%
		Encourages active participation by children…		17.86%	12.50%	−5.40%
		Integrates advanced educational technologies…		1.79%	0.00%	−1.80%
		Offers a structured approach…		7.14%	8.93%	1.80%
		Promotes connection between content…		3.57%	12.50%	8.90%
		Provides opportunities for children to…		41.07%	39.29%	−1.80%
Phase 3. Sustainability, motivation and transformation
	Motivation and persistence
		Main reason that motivated you to start and stay in the program
			To expand and enrich methodologies…	23.21%	16.07%	−7.14%	Stuart-Maxwell Test χ2 (chi-square) = 6.83 Adjusted p-value (BH) = 0.333882520
			Contributing to continuous development…	41.07%	30.36%	−10.71%
			Promoting quality and relevance…	25.00%	32.14%	7.14%
			Improve understanding of needs…	5.36%	10.71%	5.35%
			Promoting adaptation to change…	3.57%	5.36%	1.79%
			Other	1.79%	5.36%	3.57%
		Level of motivation and interest
			Very motivated and interested	82.14%	80.36%	−1.78%	Wilcoxon Signed-Rank. W = 57 Adjusted p-value (BH) = 0.582431937
			Moderately motivated and interested	14.29%	14.29%	0.00%
			Neutral, without a specific level…	3.57%	3.57%	0.00%
			Unmotivated and uninterested	0.00%	1.79%	1.79%
			Not motivated or interested	0.00%	0.00%	0.00%
			Median/Average	5/4.79	5/4.73	0.00/−0.06
	Adaptability and flexibility
		I feel very comfortable and able to adapt…		57.14%	71.43%	14.29%	Wilcoxon Signed-Rank. W = 172.5 Adjusted p-value (BH) = 0.146802519
		Although I feel somewhat comfortable…		41.07%	26.79%	−14.28%
		I don’t have a clear assessment…		1.79%	1.79%	0.00%
		I feel that my knowledge hinders…		0.00%	0.00%	0.00%
		My knowledge is a barrier…		0.00%	0.00%	0.00%
		Median/Average		4/4.55	5/4.70	1.00/0.15
	Integration of the ONDAS Program for innovation
		I use my knowledge as a solid foundation…		58.93%	82.14%	23.21%	Wilcoxon Signed-Rank. W = 301 Adjusted p-value (BH) = 0.039209665
		I try to incorporate my knowledge…		35.71%	16.07%	−19.64%
		I’m not sure how to take advantage of…		5.36%	1.79%	−3.57%
		I find that my knowledge…		0.00%	0.00%	0.00%
		I do not see the need to use…		0.00%	0.00%	0.00%
		Median/Average		5/4.54	5/4.80	0.00/0.26

Note: Significance level: 0.05, p-values adjusted using the Benjamini-Hochberg (BH) method.

presents the descriptive and inferential analyses of this dimension.

4.3.1. Phase 1: Familiarization and Acquisition of Knowledge

This phase focuses on how teachers become familiar with the ONDAS Program, understand its fundamentals and acquire basic knowledge. It is the cognitive starting point for any subsequent appropriation. Table 4 shows a statistically significant change in the level of familiarity with the objectives, characteristics and methodologies of the ONDAS Program, with a 37.50% increase in teachers who claim to have detailed knowledge and a 17.90% increase in teachers who have information about the program with some gaps, an aspect that could be attributed to low participation or a lack of commitment to actively engage in the training process (Imbernón, 2024).

These advances in teachers’ conceptual appropriation of the program coincide with the views of Marcelo and Vaillant (2009), who argue that continuing education processes should facilitate access to theoretical and methodological references that teachers can recognize, interpret and integrate into their work.

In terms of the learning acquired from the ONDAS Program, there were no statistically significant changes between before and after; however, at the end of the intervention, it was noted that critical thinking and curiosity were encouraged in students (39.29%) and innovative teaching methods were developed (37.50%). Despite their relevance, these responses decreased in frequency due to greater dispersion among other response categories, reflecting a diversification in teachers’ perceptions of the learning gained. This reinforces the idea that training experiences focused on inquiry and pedagogical reflection tend to consolidate skills linked to student autonomy and classroom transformation (Cochran-Smith & Lytle, 2009). Even so, the dispersion of responses can be interpreted as an indication of diversity in the way teachers interpret and prioritize learning, which, according to Tardif (2004), is mediated by their prior knowledge, personal experiences and school context conditions.

4.3.2. Phase 2: Integration and Application in Practice

In this phase, the focus shifts from ‘knowing’ to ‘doing’. We observe how teachers actively incorporate the principles and methodologies of ONDAS into their teaching practice and the impact this has on learning. With regard to the incorporation of the ONDAS Program into teaching practices, a statistically significant change was observed, with a 75% increase (Table 4) in the number of teachers who have actively integrated the program into their teaching practices. This result suggests a significant methodological appropriation of the program, coinciding with the findings of Marcelo and Vaillant (2009), for whom the transfer of learning to practice is a key indicator of educational impact, especially when it translates into concrete transformations in the classroom.

However, at the end of the process, 12.5% of teachers said they did not know how to incorporate the program into their practice, probably due to institutional barriers or because they required more personalized support. In this regard, Imbernón (2024) argues that teacher professional development depends on the content taught and on conditions for reflection, collaboration and support that enable pedagogical change to be sustained.

With regard to the program’s contribution to connecting education with children’s natural curiosity and promoting the connection between theoretical concepts and practical experiences, no statistically significant changes were found. However, Table 4 shows that, at both points in time, the most notable contribution is providing opportunities for children to participate in research projects from an early age (before 41.07% and after 39.29%), which reaffirms one of the central purposes of the ONDAS Program: that children should approach science through the role of co-researchers and understand the world from their own perspective (Hernández, 2014). The other responses to this variable, although scattered, maintained the focus on improving early childhood education through research as a central tool.

4.3.3. Phase 3: Sustainability, Motivation and Transformation

This is the most advanced phase of appropriation, where the ONDAS Program ceases to be a mechanical application and becomes integrated into the teacher’s pedagogical identity. Three aspects are analyzed. The first is motivation and persistence. There were no statistically significant differences between measurements (Table 4), although trends changed: the proportion of teachers motivated to contribute to the continuous development of education through the discovery of new effective practices decreased (41.07% to 30.36%) and to expand and enrich pedagogical methodologies and strategies (23.21% to 16.07%), while interest in promoting the quality and relevance of science-based teaching increased (25.00% to 32.14%). These changes suggest a shift in motivational focus towards a more theoretical foundation for teaching. As Deci and Ryan (2000) point out, intrinsic motivation is maintained when teachers perceive consistency between the program and their professional values, even if their specific reasons evolve. Thus, although the specific reasons change, motivation persists when teachers perceive that the program aligns with their professional values and goals.

At the same time, the level of motivation remained high throughout the process: more than 80% said they were highly motivated and interested at both the beginning and end of the intervention. This finding is relevant, as it indicates a sustained willingness to learn, which is a necessary condition for meaningful appropriation. As Marcelo and Vaillant (2009) point out, teacher professional development processes are more effective when a climate of continuous motivation is cultivated, in which teachers recognize themselves as agents of educational change. This sustained motivation also encourages openness to new practices, reflection on the role of teachers and a willingness to change, which are fundamental elements in the ONDAS Program approach.

Second, teachers’ adaptability and flexibility in the face of new technologies and innovative methods in the educational environment. Although no statistically significant differences were identified (Table 4), a positive trend was observed: at the end of the program, 71.43% of teachers said they felt very comfortable and able to adapt easily to educational innovations, representing an increase of 14.29%. This change suggests a greater willingness to change, an essential component of pedagogical transformation. In line with Fullan (2007), adaptation requires not only technical skills, but also an open attitude towards uncertainty and innovation. In this sense, the program contributed to the development of skills to deal with constantly evolving educational scenarios.

Third, integration of the ONDAS Program to innovate. Statistically significant changes were observed (Table 4). At the end of the intervention, 82.14% stated that they had used the knowledge acquired as a solid basis for integrating new methodologies and innovations into their pedagogical practice. This result shows an advanced level of appropriation: knowledge is not only understood, but also transferred and transformed into concrete educational action through innovation. Consistent with this, Cochran-Smith and Lytle (2009) argue that the teacher-researcher not only applies external methodologies, but also constructs pedagogical knowledge from practice, reformulating strategies and decisions based on experience and critical reflection.

A synthesis table (

Table 5. Synthesis of key descriptive and inferential findings by analytical dimension.

Dimension/Sub-Dimensions		Descriptive Results (Before → After)	Adjusted p-Value (BH)	Significance
1. Evaluation of Support and Resources
	Overall assessment of support and resources	High valuation increased from 10.7% to 67.9%	0.000005	Significant
	Impact of support (global index)	Mean score rose from 4.44 to 4.60	0.011	Significant
	Confidence and enthusiasm	“Will improve considerably” rose 62.5% → 75%	0.527	Not significant
	Level of preparation	“Completely prepared” increased 32.1% → 62.5%	0.023	Significant
	Willingness to adapt	Stable at high level (≈70%)	0.446	Not significant
	Willingness to engage in self-training	Increased 44.6% → 60.7%	0.127	Not significant
	Self-awareness for feedback	Increased 48.2% → 69.6%	0.059	Not significant (trend)
	Usefulness of support in overcoming challenges	Moderate increase in individualized feedback (3.6% → 12.5%)	0.080	Not significant (trend)
	Areas strengthened in practice	Slight changes, mostly stable	0.337	Not significant
2. Research Skills Acquired
	Motivation for acquiring research skills	Stable across items (minor fluctuations ±5%)	0.974	Not significant
	Application in inquiry and collaboration	Increase in project-based inquiry (26.8% → 37.5%)	0.323	Not significant
	Pedagogical planning	“Skills training” rose 23.2% → 42.9%	0.0001	Significant
	Systematization of practice—Research articles	12.5% → 67.9% (+55.4%)	0.000001	Significant
	Contribution to teaching and innovation	Minor variations; stable trends	0.323	Not significant
	Assessment and feedback improvement	Moderate gains (tools and accuracy)	0.086	Not significant (trend)
	Achievements integrating research skills	Notable increase in design and participation (+12–16%)	0.011	Significant
3. Appropriation and Integration of the ONDAS Program
	Familiarity with the ONDAS Program	“Detailed knowledge” increased 5.4% → 42.9%	0.0000002	Significant
	Learning acquired	“Build cooperative ties” increased 1.8% → 10.7%	0.145	Not significant
	Incorporation into teaching practice	“Actively integrate” increased 10.7% → 85.7%	0.000013	Significant
	Connecting curiosity/theory/practice	Stable distribution (minor changes ±10%)	0.339	Not significant
	Motivation and persistence	Small shifts among reasons for participation	0.334	Not significant
	Motivation and interest level	Stable at high level (≈80% very motivated)	0.582	Not significant
	Adaptability and flexibility	Increased comfort in adaptation (+14.3%)	0.147	Not significant
	Integration for innovation	“Use as foundation for innovation” 58.9% → 82.1%	0.039	Significant

Note: Significance level: 0.05, p-values adjusted using the Benjamini-Hochberg (BH) method.

) compiles the most salient descriptive and inferential results across the three analytical dimensions. Overall, the data reveal consistent positive trends and statistically significant improvements in several key areas—particularly in the development of research competencies and the perceived quality of mentoring and institutional support. Nonetheless, certain subdimensions displayed relative stability instead of further growth. This stability is interpreted as indicative of high initial levels of performance or a possible ceiling effect, rather than the absence of program influence. Taken together, these findings suggest that some attitudes, motivations, and pedagogical practices were already well established prior to the implementation of the ONDAS training program.

As in any research process, this study faced limitations. The sample size and composition restrict generalization, and the use of self-perception measures introduces subjectivity and potential bias, as the most motivated tend to complete the process. Although non-parametric tests and error controls were applied, the non-experimental design precludes causal inference. In addition, participant attrition required reminders and follow-ups to ensure continuity. Moreover, this study only included female teachers, reflecting the demographic composition of early childhood education in Colombia, where most educators are women. While this accurately represents the national context, it limits the ability to generalize the findings to educational systems with more gender-diverse teaching populations. Additionally, variables such as prior teaching experience, institutional characteristics, or other contextual factors were not controlled for; only age and rural context were considered, which did not show significant differences. This limitation should be addressed in future research to strengthen the explanatory power of the findings.

Finally, the findings of this study offer various theoretical and practical implications for the field of early childhood education and teacher professional development. On a theoretical level, they confirm that teacher training programs can foster meaningful improvements while maintaining high levels of motivation and competence. At the same time, they underscore the need for a process of pedagogical appropriation that allows for the integration of what has been learned. These findings broaden the theoretical understanding of the effect and impact of teacher training programs, highlighting change, permanence, and reinforcement. They also provide empirical evidence on how a situated and reflective training program can influence teaching practice and commitment to more enriching learning environments from early childhood onwards.

From a practical perspective, the findings demonstrate the viability, relevance, and importance of the ONDAS Program as a tool for continuous professional development. The results suggest strengthening sustained motivation strategies and designing instruments that combine self-perception with more objective measures in order to promote more robust and sustainable school research processes. Educational institutions and policy makers can use this evidence to justify the implementation and expansion of similar programs, focusing not only on correcting deficits, but also on enhancing and maintaining teachers’ strengths.

5. Conclusions

Taken together, the findings of this study show that early childhood teacher training processes, although they encourage innovative pedagogical approaches, do not always guarantee consistent or deep learning for all participants. In other words, teacher training is not a linear process, and its effectiveness depends on the relevance and coherence of the content and program design, as well as on favorable conditions for the appropriation of learning, such as intrinsic motivation, critical reflection and sustained support.

Regarding the evaluation of support and resources, the positive assessment the guidance and assistance received indicates that pedagogical support and adequate resources are essential for sustaining participation and commitment. This underscores the role of timely feedback, continuous communication, and both technical and pedagogical assistance in fostering active engagement in teacher training.

In terms of research skills, while teachers strengthened their confidence and capacity for school-based inquiry, more complex competences such as rigorous systematization require extended time and opportunities for guided practice. Nevertheless, when programs are intentionally designed to foster these skills and accompanied by dynamic monitoring, the likelihood of their consolidation in practice increases significantly.

In the dimension of pedagogical appropriation, the results show that the appropriation of learning requires a continuous process in which teachers integrate it into their daily practice. Although there was progress in the willingness to implement new methodologies, the degree of appropriation was linked to factors such as initial motivation and institutional context, which highlights the importance of support that transcends the formal training phase.

In summary, this study confirms that early childhood teacher training is a complex process that goes beyond content transmission, requiring reflective, collaborative, and situated approaches that strengthen teachers’ professional capacities and personal dispositions to critically analyze their practice and adapt to complex contexts. The effectiveness of interventions such as the ONDAS Program lies in their capacity to integrate quality pedagogical support, relevant resources, guided practice, and strategies that foster motivation and critical reflection. In this way, pedagogical appropriation and the development of robust research skills can generate meaningful impact on educational practice and school culture in early childhood.

Beyond the empirical results, this study reinforces the theoretical premise that reflective and research-based training contributes not only to the acquisition of pedagogical and investigative skills but also to the strengthening of teachers’ professional identity. The proposed conceptual model underlying this research explains the dynamic relationship among three key dimensions: pedagogical support, research skills, and pedagogical appropriation. In this model, adequate support and resources function as enabling conditions that sustain teachers’ motivation and engagement, fostering the development of research competencies that allow them to systematically analyze and improve their practice. As these competencies become integrated into daily teaching, they promote deeper pedagogical appropriation, characterized by autonomy, critical reflection, and innovation. Together, these interactions illustrate how sustained support and inquiry-based practice can nurture teachers’ professional identity and long-term commitment to educational transformation.

It is recommended that future research processes on early childhood teacher training incorporate longitudinal designs that include post-intervention follow-ups in order to assess the long-term sustainability of learning outcomes and their transfer to practice. It is advisable to combine self-perception instruments with more objective assessments that allow for data triangulation and a more complete understanding of the changes. It is also suggested that the diversity and size of the sample be expanded to facilitate the generalization of findings and to ensure opportunities for guided practice and collaborative reflection that strengthen more complex skills. Finally, integrating continuous and adaptive support during and after training could enhance the impact of the program and ensure more effective pedagogical appropriation.