Resumo

RIBEIRO, Elizabete Aparecida Garcia; PUNHAGUI, Giovana Chimentão  e  SOUZA, Nadia Aparecida de. Self-assessment versus self-grading: approaches to the education of self-regulated teachers. Educação. Santa Maria [online]. 2014, vol.39, n.02, pp.403-414. ISSN 1984-6444.

The development of teacher skills estimates actions which provides more responsibility and autonomy towards learning. One of these actions is to promote self-assessment activities, contributing to better awareness of one’s own learning and planning of interventions. This study focused on determining the potential for self-regulation of learning in self-assessment practices carried out in an undergraduate Pedagogy course. The research is qualitative, using the case study technique. Fifty-six students from the final year of the course at a public university in Paraná participated in the study. Information from questionnaires and interviews was submitted for content analysis, revealing that most participants were aware of the purposes of self-assessment, but they were found to be conducting self-grading activities, which consists on grading one’s own work in order to calculate a grade point average. The practices performed in the course do not encourage the development of self-regulatory skills

Palavras-chave : Self-Assessment; Self-Regulation of Learning; Teacher Education.

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