Perceptions of Preservice and In-Service English Language Teachers on the Effectiveness of Online Teacher Education Courses in Uruguay

This study investigates preservice and in-service English language teachers’ perceptions of online teacher education courses in Uruguay, using a mixed-methods design with 65 participants from both groups. It analyzes patterns in resource use, course organization, assessment transparency, instructor presence, and perceived professional learning outcomes within the specific contexts of English language teaching. Findings indicate that both groups highly value clear instructional design, transparent assessment resources, expert instructor support, and constructive feedback aligned with language teaching standards. Notable differences emerge in resource consultation (reactive vs. systematic), collaboration preferences (a stronger emphasis on peer learning among in-service teachers), and workload management challenges, reflecting distinct professional stages and career trajectories in English language teaching.