Full text
| |
| Author(s): |
Danielle Ribeiro Ganda
Total Authors: 1
|
| Document type: | Doctoral Thesis |
| Press: | Campinas, SP. |
| Institution: | Universidade Estadual de Campinas (UNICAMP). Faculdade de Educação |
| Defense date: | 2016-02-08 |
| Examining board members: |
Evely Boruchovitch;
José Aloyseo Bzuneck;
Lucila Diehl Tolaine Fini;
Acácia Aparecida Angeli dos Santos;
Mara Lazzaretti Bittencourt
|
| Advisor: | Evely Boruchovitch |
| Abstract | |
Self-regulation is the process by which the individual monitors, controls and reflects on his/her own learning. Self-regulated students have motivational, metacognitive and behavioral characteristics that enhance their learning. Considering the importance of self-regulated learning nowadays, this study aimed to evaluate the effectiveness of an innovative course on learning self-regulation developed in the intervention program format (self-reflexive approach) and in the traditional format (theoretical expositive approach) for the promotion of self-regulation of preservice teachers. The sample consisted of 109 students, of four classes, in the full and evening periods, freshman of the Education Faculty, in a Brazilian public university in the years 2013 and 2014. The research was conducted in a quasi-experimental design with the stages of pretest, intervention, post-test and postponed post-test. The students groups were randomly selected, one as experimental group type I and another as experimental group type II, who participated, respectively, of the intervention program and the theoretical discipline, including all stages of the research; and the other two as control groups, which participated only in the pretest and posttest. In the data collect of the pre-test and post-test, students answered self-reported Likert scales and open questionnaires, related to the following variables of self-regulation: learning strategies, causal attribution, self-efficacy and self-handicapping strategies. The course in the intervention format occurred in a period of four months and included 06 biweekly meetings of 2 hours each. The intervention involved the realization of lectures, theoretical tasks, self-reflexive activities and a learning diary, all developed to assist the university students in a double perspective: as a student and as a future teacher. The course in the traditional theoretical format occurred in the same period and included only lectures and theoretical tasks. In the postponed post-test students answered a semi-open interview in online platform. The results showed that students in the experimental groups reported improvement in the level of self-efficacy, decrease the use of self-handicapping strategies, increased reporting of positive beliefs and more frequent use of strategies conducive to learning, from the beginning to the end of the semester. Overall, it contacted that the intervention program had a positive impact on the promotion of student self-regulation and that a program like that was developed, could help both the diagnosis and the promotion of self-regulation of these students. The data obtained confirm the importance of stimulating the teaching of self-regulated learning in higher education, focusing on the realization of self-reflexive and metacognitive activities. It is expected that the theoretical knowledge and strategies acquired in self-regulatory course help the student of Faculty of Education at the university and in future in their professional activities. As a future teacher, it is believed that the university who have contact with the program content and the activities proposed by the perspective of self-regulated learning will be more prone and able to develop self-regulatory skills of its students, thereby fostering a virtuous circle of learning (AU) | |
| FAPESP's process: | 12/25497-2 - Self-regulated learning of Teacher Training Course Students: an intervention proposal |
| Grantee: | Danielle Ribeiro Ganda |
| Support Opportunities: | Scholarships in Brazil - Doctorate |