Análise das práticas pedagógicas de tutores para o incentivo do uso de estratégias de aprendizagem
Bibliographic Data
| ID | 3949251 |
|---|---|
| Authors | Natália Moraes Góes (0000-0003-2557-0934, Universidade Estadual de Campinas (UNICAMP)), Paula Mariza Zedu Alliprandini (0000-0003-4677-4258, Universidade Estadual de Londrina) |
| Year | 2019 |
| Volume | 14 |
| Issue | 3 |
| Pages | 955-973 |
| Publication date | 2019-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Praxis Educativa (JOURNAL) |
| Journal identifiers | ISSN: 1809-4031 • E-ISSN: 1809-4309 |
| Publisher | Universidade Estadual de Ponta Grossa (UEPG) (PUBLISHER) |
| DOI | 10.5212/praxeduc.v.14n3.008 |
| OpenAlex | W2964953404 |
| Language | PT |
| References cited | 13 |
This research aimed at identifying and analyzing tutors’ pedagogical practices, in Distance Learning, in order to encourage the use of cognitive, behavioral and self-regulatory learning strategies by the students. For data collection, an online survey was applied, composed by 7 questions which asked the tutor about his/her pedagogical practices in face of several situations in the school context. Twenty-six tutors took part in the survey and the answers were evaluated according to Bardin’s (2004) Content Analysis assumptions. When the tutors’ pedagogical practices were analyzed, it was verified they indicated that behavioral strategies were encouraged more often. Generally, it was observed that the tutors’ pedagogical practices were not aimed at promoting the use of learning strategies. The results of this research point to the need for new intervention studies that aim to teach learning strategies to distance learning tutors. Keywords: Tutor. Distance learning. Learning strategies
Content analysis · Distance education · Pedagogy · Sociology · TUTOR · Business and Management Studies · Education and Digital Technologies · Education Pedagogy and Practices · Psychology
A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students
Self-Regulated Learning and Academic Achievement
From Cognitive Modeling to Self-Regulation
Assessing and Predicting College Students’ Use of Strategies for the Self-Regulation of Motivation
How primary school teachers' attitudes towards self-regulated learning (SRL) influence instructional behavior and training implementation in classrooms
Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies
Aprender a aprender
Educação a distância na formação profissional continuada de professores da educação básica
A teoria subjacente aos mapas conceituais e como elabora-los e usa-los
Estratégias de aprendizagem e desempenho escolar
O processo dialógico de construção do conhecimento em fóruns de discussão
Becoming a Self-Regulated Learner
Autonomia para aprendizagem
| Citation velocity | historical |
|---|---|
| Highly cited | No |