Andrea Cocio Seguel is a teacher of English, a Master of Education, and PhD in Innovation and Lifelong Learning from the University of Deusto, Spain. Her teaching and research focus on the study of language acquisition and development and its didactics. She has conducted research (ANID, Fondecyt, Fonide) and published works related to the professional identity of Pedagogy students and the conceptions and mediation of reading by teachers. She is a member of the Peer Review Committee of the National Accreditation Commission (CNA) and a specialized international member of the Ibero-American States Organization (OEI) for Latin America

Her teaching focuses on the study of language acquisition and development and its didactics. She has taught undergraduate courses such as Applied English Phonetics, Discourse Analysis, and Action Research, as well as graduate courses. In her research activities and projects, she has dealt with different aspects of learning, including studies on the acquisition of Spanish in childhood and those related to the professional identity of Pedagogy students, reading conceptions, and their mediation in different disciplines

Her areas of expertise and interest include: teacher identity, applied linguistics, discourse analysis, language learning didactics, and teaching practices for reading mediation. She has participated in MINEDUC projects (FONIDE FX11619 and FONIDE FON1900019) related to pedagogical practices of literacy. She is a co-researcher of the Fondecyt Regular project Nº 1220113 on dialogic interactions (2022-2025). Furthermore, she is currently the lead researcher of the Fondecyt project 11200087, "Identity and professional positioning of Pedagogy students based on their Funds of knowledge and identity: An explanatory model of their discursive repertoires" (2020-2023)