Resumo

MACHADO, Amélia Carolina Terra Alves  e  BORUCHOVITCH, Evely. Promoting self-regulated learning in the classroom: Considerations on intervention models and teacher education. Educ. Puc. [online]. 2018, vol.23, n.3, pp.337-348. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v23n3a4107.

Reflecting on teacher education and self-training presupposes knowing the personal trajectory of each teacher, involving awareness about one’s own ways of learning. The literature in the field of cognitive psychology points out the lack of knowledge of teachers regarding their own learning processes, as well as the use of strategies to assist them in this process. Accordingly, the aim of the present article is to address intervention models for self-regulated learning that can be used with elementary students and pre-service and in-service teachers. The methodological procedure was based on the bibliographical review of theses, dissertations and national and international scientific articles that addressed the theme. We expect our study may contribute to deepen the knowledge about self-regulated teacher learning to strengthen self-regulatory processes, not only during the teacher training period, but also during pedagogical practice.

Palavras-chave : Self-regulated learning; Intervention; Metacognition.

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