Resumo

FRISON, Lourdes Maria Bragagnolo; AVILA, Luciana Toaldo Gentilini  e  SIMAO, Ana Margarida Veiga. Stimulation of recall and self-regulatory learning in the teacher training. Educ. Puc. [online]. 2018, vol.23, n.3, pp.349-363. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v23n3a4095.

Self-regulation refers to the degree to which individuals can appeal to their knowledge, metacognitive, motivational and behavioral skills to achieve an adequate level of mastery over their learning within the educational contexts and according to the objectives they intend to attain. The aim of this article is to highlight the processes of self-regulated learning used by Physical Education trainees. The study resorted to the stimulation of recall as a tool to empower self-regulatory processes and strategies, and action research, as it makes it possible to analyze pedagogical practice. Problems and solutions were identified, which led to self-regulated action in view of teaching. The study was carried out with 11 undergraduate students enrolled in the 7th and 8th semesters in 2014 during their internship. Three categories were found after analysis of the data: planning, seeking help, and self-assessment. We found that the trainees demonstrated that they were aware of the importance of planning, significantly developing autonomy in the exercise of pedagogical practices and reflecting on them, which enabled them to be aware of the learning process. The implications, contributions and potentialities for the development of initial teacher training are discussed.

Palavras-chave : Self-regulation; Supervised internship; Pedagogical experiences; Teacher training.

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