A carregar...
Publicação
Projeto formativo autorregulatório : Como tornar professores e alunos aprendentes autorregulados?
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 3.51 MB | Adobe PDF |
Autores
Resumo(s)
Criar ambientes de aprendizagem, colocando os professores numa dupla vertente, aprendentes e ensinantes, para que possam desenvolver em si e promover nos seus alunos processos de autorregulação da aprendizagem, constitui um desafio.
Com o duplo objetivo de promover processos autorregulatórios em professores e alunos, conduziu-se um estudo quase-experimental. Na formação seguindo uma arquitetura processual autorregulatória realizada no grupo experimental, participaram 9 professores, com uma metodologia centrada no trabalho colaborativo, dinâmicas de grupo, reflexões em grupo e os seus 255 alunos; e no grupo controlo participaram 7 professores e 198 alunos, com características semelhantes ao experimental, tendo sido avaliado nos mesmos momentos antes e após a formação/intervenção. A ação de formação teve uma duração de 50 horas (25 horas em sala de formação e 25 horas de trabalho autónomo), com base em instrumentos como diários; questionários; narrativas, amigo crítico e reflexão crítica. Para analisar os efeitos da formação/intervenção foi utilizado o Inventário de Autorregulação da Aprendizagem (SRLI-R, versão professores e alunos), a Escala de Crenças Motivacionais, os resultados académicos dos alunos e o seu desempenho em tarefas autorregulatórias.
A análise de dados de professores e alunos teve uma abordagem quantitativa com análise de diferenças de médias como o Teste-t, Teste de sinais Wilcoxon, Teste Post Hoc LSD e One-Way ANOVA e uma abordagem qualitativa, com base na análise temática, validada pelo acordo interjuízes.
Em relação aos resultados, destacam-se as mudanças na perceção dos professores sobre o construto de autorregulação da aprendizagem e as oportunidades para a promover, manifestando a intenção de adequar as suas práticas futuras às aprendizagens feitas na formação. A intervenção dos professores em sala de aula promoveu nos alunos uma diminuição significativa (p<.006) nas crenças sobre as metas de resultado-evitamento; melhoria significativa nos resultados das disciplinas de matemática (p<.001) e português (p<.013); e uma melhoria no desempenho das tarefas autorregulatórias.
Os resultados obtidos foram discutidos em função da literatura existente e das perspetivas de aplicação em sala de aula.
Creating learning environments, placing teachers in a dual role, learners and teachers, so that they can develop in themselves and promote learning self-regulation processes in their students, is a challenge. With the dual aim of promoting self-regulatory processes in teachers and students, a quasi-experimental study was carried out. In the training following a self-regulatory procedural architecture carried out in the experimental group, 9 teachers participated, with a methodology centered on collaborative work, group dynamics, group reflections and their 255 students; and in the control group, 7 teachers and 198 students, with similar characteristics to the experimental group, having been evaluated at the same moments before and after the training/intervention. The training action lasted 50 hours (25 hours in the training room and 25 hours of autonomous work), based on instruments such as diaries; questionnaires; narratives, critical friend and critical reflection. To analyze the effects of the training/intervention, the Learning Self-Regulation Inventory (SRLI-R, teachers and students version), the Motivational Belief Scale, the academic results of students and their performance in self-regulatory tasks were used. The analysis of data from teachers and students had a quantitative approach with analysis of differences in means such as the t-Test, Wilcoxon Signal Test, Post Hoc LSD Test and One-Way ANOVA and a qualitative approach, based on validated thematic analysis by the inter-judge agreement. Regarding the results, the changes in teachers' perception of the self-regulation of learning construct and the opportunities to promote it stand out, expressing the intention to adapt their future practices to the learning made in training. Teachers' intervention in the classroom promoted a significant decrease (p<.006) in students' beliefs about outcome-avoidance goals; significant improvement in the results of mathematics (p<.001) and Portuguese (p<.013) subjects; and an improvement in the performance of self-regulatory tasks. The results obtained were discussed according to the existing literature and the perspectives of application in the classroom.
Creating learning environments, placing teachers in a dual role, learners and teachers, so that they can develop in themselves and promote learning self-regulation processes in their students, is a challenge. With the dual aim of promoting self-regulatory processes in teachers and students, a quasi-experimental study was carried out. In the training following a self-regulatory procedural architecture carried out in the experimental group, 9 teachers participated, with a methodology centered on collaborative work, group dynamics, group reflections and their 255 students; and in the control group, 7 teachers and 198 students, with similar characteristics to the experimental group, having been evaluated at the same moments before and after the training/intervention. The training action lasted 50 hours (25 hours in the training room and 25 hours of autonomous work), based on instruments such as diaries; questionnaires; narratives, critical friend and critical reflection. To analyze the effects of the training/intervention, the Learning Self-Regulation Inventory (SRLI-R, teachers and students version), the Motivational Belief Scale, the academic results of students and their performance in self-regulatory tasks were used. The analysis of data from teachers and students had a quantitative approach with analysis of differences in means such as the t-Test, Wilcoxon Signal Test, Post Hoc LSD Test and One-Way ANOVA and a qualitative approach, based on validated thematic analysis by the inter-judge agreement. Regarding the results, the changes in teachers' perception of the self-regulation of learning construct and the opportunities to promote it stand out, expressing the intention to adapt their future practices to the learning made in training. Teachers' intervention in the classroom promoted a significant decrease (p<.006) in students' beliefs about outcome-avoidance goals; significant improvement in the results of mathematics (p<.001) and Portuguese (p<.013) subjects; and an improvement in the performance of self-regulatory tasks. The results obtained were discussed according to the existing literature and the perspectives of application in the classroom.
Descrição
Palavras-chave
autorregulação da aprendizagem formação professores alunos self-regulation of learning training teachers and students