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Revista Diálogo Educacional

Print version ISSN 1518-3483On-line version ISSN 1981-416X


PIANCA, HUMBERTO JOSÉ CARDOSO  and  ALLIPRANDINI, PAULA MARIZA ZEDU. Learning strategies employed by basic education teachers in practice. Rev. Diálogo Educ. [online]. 2022, vol.22, n.75, pp.2023-2051.  Epub Dec 26, 2022. ISSN 1981-416X.

The use of learning strategies has been proposed as a protective factor for academic success, contributing to the self-regulated learning. The study aimed at analyzing the frequency of learning strategies employment by in-service teachers. Participated, in the study 610 teachers, aged between 22 and 71 year. The Learning Strategies Assessment Scale - EEA-U was adopted as a measuring tool, consisting of 35 items of learning strategies, subdivided into three factors. The results showed that participants teachers use the Cognitive and Metacognitive self-regulation strategies and Internal and contextual resource of self-regulation Strategies more frequently in relation to the use of social self-regulation strategies. There was no significant difference between males and females, but it was identified a tendency of the female participants to use more Cognitive and Metacognitive Self-Regulation strategies and Internal and contextual resource of self-regulation Strategies than male participants. In addition, it was observed a tendency that the higher the age and length of experience in teaching activities more strategic is the teacher regarding Cognitive and Metacognitive self-regulation factors and of Internal and contextual resource of self-regulation factors.Our finding indicates the need to foster initial and continuing training policies for teachers in relation to encouraging the use of deep processing of learning strategies of information, due to its benefits for teaching and learning.

Keywords : Learning Strategies; Information Processes; Teachers; Basic Education.

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