Resumo

AVILA, Luciana Toaldo Gentilini; PRANKE, Amanda  e  FRISON, Lourdes Maria Bragagnolo. The use of self-regulatory strategies to learn and to teach: teachers training. Perspectiva [online]. 2018, vol.36, n.4, pp.1265-1280.  Epub 30-Jul-2019. ISSN 2175-795X.  https://doi.org/10.5007/2175-795x.2018v36n4p1265.

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.

Palavras-chave : Teacher training. Self-regulation strategies of learning. Teaching strategies..

        · resumo em Português | Espanhol     · texto em Português     · Português ( pdf )