The use of self-regulatory strategies to learn and to teach: teachers training

Authors

DOI:

https://doi.org/10.5007/2175-795X.2018v36n4p1265

Abstract

This article is the result of two studies link, one held in the year under the Pibid project, which involved three undergraduate students in Mathematics who acted in a workshop to students of a school, and the other held in the context of the traineeships, attended by twelve trainees in the last year of degree in Physical Education. Supported by the self-regulation of learning, this research sought to present and discuss self-regulated learning strategies and teaching strategies revealed in the results of two studies. After analyzing the results of both studies, we realize that the future teachers had, in different contexts of work in graduation, the opportunity to use self-regulation strategies to learn to be a teacher and to develop teaching strategies in the teaching context. We conclude that the use of these different strategies contributed to the formation of autonomous, conscious and strategic teachers to work in schools.

 

Author Biographies

Luciana Toaldo Gentilini Ávila, Universidade Federal do Rio Grande, FURG

Licenciada em Educação Física pela Escola Superior de Educação Física da Universidade Federal de Pelotas. Doutoranda do Programa de Pós-Graduação em Educação da Universidade Federal de Pelotas.

Amanda Pranke, Universidade Federal de Pelotas, UFPel

Licenciada em Matemática pelo Curso de Licenciatura em Matemática da Universidade Federal de Pelotas. Doutoranda do Programa de Pós-Graduação em Educação da Universidade Federal de Pelotas.

Lourdes Maria Bragagnolo Frison, Universidade Federal de Pelotas, UFPel

Doutora em Educação pela Pontifícia Universidade Católica do Rio Grande do Sul. Professora da Faculdade de Educação da Universidade Federal em Pelotas.

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Published

2018-12-19

How to Cite

Toaldo Gentilini Ávila, L., Pranke, A., & Bragagnolo Frison, L. M. (2018). The use of self-regulatory strategies to learn and to teach: teachers training. Perspectiva, 36(4), 1265–1280. https://doi.org/10.5007/2175-795X.2018v36n4p1265

Issue

Vol. 36 No. 4 (2018): Dossiê Educação geográfica e suas nuances nos processos de ensinar e aprender

Section

Articles

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