Acceso usuarios
Uruguay
Madrid, España
La enseñanza explícita de estrategias de autorregulación del aprendizaje impacta positivamente en el desempeño de los alumnos. Los docentes tienen un rol primordial en el desarrollo del aprendizaje autorregulado, pero su enseñanza directa en las aulas es escasa. Este estudio se propone describir las creencias y prácticas autoinformadas de maestras de educación primaria, acerca de la autorregulación del aprendizaje. Para indagar en estos aspectos se utilizaron un cuestionario y dos entrevistas semiestructuradas. En primer lugar, se buscó determinar la convergencia entre los datos obtenidos a partir de los dos instrumentos, así como comparar las creencias de las maestras con sus prácticas autoinformadas. Por otra parte, se exploró el doble rol docente, como aprendices y promotores de autorregulación. La muestra final estuvo conformada por 10 maestras en sus primeros tres años de ejercicio profesional, y 10 maestras con más de diez años de experiencia. Se transcribieron 29 horas y tres minutos de entrevistas y se identificaron 7276 unidades de significado. Se encontró convergencia entre las dos herramientas de evaluación, que resultaron complementarias. Se discuten algunas discrepancias entre las creencias y lo que las maestras reportan hacer en las aulas. En cuanto a las prácticas de enseñanza y aprendizaje, se identificaron algunas estrategias de autorregulación que las maestras utilizan cuando aprenden, pero que no enseñan frecuentemente a sus alumnos.
Así mismo, algunas estrategias importantes para el desarrollo de la autorregulación fueron escasamente mencionadas. Estos datos resultan relevantes para pensar el diseño de programas de desarrollo profesional docente.
autorregulación del aprendizaje, formación docente, estrategias de aprendizaje, creencias docentes
The explicit teaching of self-regulation strategies for learning has a positive impact on student performance and learning. Teachers play a pivotal role in self-regulated learning, but its direct instruction in the classroom is limited. This may be related to what teachers believe and know about self-regulation. The objective of this study is to describe beliefs and self-reported practices of primary education teachers about self-regulated learning. This description was carried out through a questionnaire and two semi-structured interviews.
It aimed to determine the convergence between the data gathered by both tools, as well as to compare teachers' beliefs with what they report doing when they teach. On the other hand, this study seeks to explore the dual role of teachers as learners and promoters of self-regulation on the premise of the need to learn more about their knowledge and experiences relevant for the teaching of self-regulation. The final sample was composed of 10 teachers in the first three years of service, and 10 teachers with more than ten years of experience. All teachers in the sample were teaching at public or private Uruguayan schools at the time of the study.
Twenty-nine hours and three minutes of interviews were transcribed, identifying 7276 units of meaning.
The analysis was conducted using a predefined system of categories based on teachers’ common beliefs about self-regulated learning and on Zimmerman’s cyclic model. It was evaluated out by two judges with levels of agreement of .75. After the 40 interviews were coded, the frequency of each category was calculated and expressed as a percentage of the subtotal coded. In order to inquire into the teaching and learning beliefs and practices, descriptive statistics were obtained of all categories of the total sample. Mann-Whitney’s U test was used to compare novice and experienced teachers. The non-parametric Wilcoxon test was used on the total sample to compare learning and teaching practices. For the dilemma questionnaire, the response percentages for each group were obtained in each dilemma. Convergence was found between the two evaluation tools, and both tools brought complementary information. The information gathered by the interviews was more detailed and allows a deeper comprehension about teachers’ beliefs. Some discrepancies between beliefs and reported classroom practices were found. For example, the discrepancy between what teachers believe about learning and the way they assess learning. These discrepancies are discussed and exemplified by quotes from the interviews. In terms of practices, some self-regulated strategies used by teachers when they learn, but that they do not frequently teach their students were identified. Some of these strategies were self-instruction and self-monitoring of tasks. Moreover, some strategies that are important for the development of self-regulation were barely mentioned, such as self-evaluation of the learning process. These findings are relevant for the design of teacher professional development programs, as they inform about teachers’ beliefs about self-regulated learning that need to be made explicit. But also, they inform about those strategies important for the development of self-regulated learning that teachers are not using to learn or teaching their students. This study further proposes a reflection about the dual role of teachers, as learners and as promoters of self-regulated learning, as a way to help teachers introduce the explicit teaching of self-regulation strategies in their classes. The practical implications of this work are discussed and used in a more recent study.
