Teacher education programs should have as one of their purposes the promotion of self-regulatory skills for learning among students who aspire to be teachers so that they can take a leading role in their learning and foster these skills in their future students. Considering the importance of knowing what students in teacher education programs do to study and learn, as well as how efficacious they feel to deal with academic demands, this study is part of a larger research and aims to investigate the learning and study strategies and self-efficacy for learning beliefs of 220 students enrolled in teacher education programs in Biological Sciences, Chemistry, Physics and Mathematics of a Higher Education Institution in the state of Piauí, and examine them in relation to age, gender, licentiate area, and course semester. Brazilian translations of the Learning and Study Strategies Inventory (LASSI — Third Edition) and the Self-efficacy for Learning Form were used for data collection. Scales were administered in the classrooms both through online platforms and in paper and pencil. Nonparametric inferential statistical approaches were used to test hypotheses regarding group differences. Statistically significant differences were found in LASSI in relation to gender, licentiate area, and course semester. Overall, students in Physics dealt better with anxiety; in Mathematics showed more favorable attitudes towards learning; in Chemistry reported managing their time better; in Biological Science showed significantly lower scores on many scales than did other students. Findings from this study could help inform curricular design decisions regarding teacher education programs and inform the design of interventions to strengthen the learning and study strategies and the self-efficacy for learning beliefs of future teachers.

Research on teacher education has shown that self-regulated learning (SRL) is relevant for improving learning skills of future teachers. Evidence also suggests that teacher education programs would benefit from fostering SRL in their students and teaching them to use SRL as a teaching practice. This dual focus could help students become more successful students and teachers, better prepared to foster SRL in their future classrooms. The objective of the present research was to investigate learning and study strategies and self-efficacy for learning beliefs among undergraduate students enrolled in teacher education programs at a public university in Brazil. Another aim was to design an SRL intervention, in two formats, and examine the effectiveness of each format at strengthening participants' self-regulatory skills. To achieve these goals, the study was conducted in two phases. In phase 1, 220 participants completed this Learning and Study Strategies Inventory and the Self-efficacy for Learning form. Findings suggested a need for improving future teacher students' self-regulatory skills and provided a basis for the second phase, whose goal was to examine an intervention program using a quasi-experimental research design with three stages: pretest, intervention, and posttest. Three classes were randomly assigned to three different treatment conditions: Experimental Group I (EGI) received theoretical content about SRL and self-reflective questions (format 1), Experimental Group II (EGII) received theoretical content about SRL only (format 2), and the Control Group (CG) only completed the assessments. Data from the first phase were used as pretest measures for the second phase. The sample for phase 2 of this study was composed of 53 students. EGI had 22 students, EGII 12, and CG 19. Results comparing EG I with EG II showed no statistically significant group × time interactions. However, when compared with CG, EGI showed statistically significant gains over the control group on five outcome measures, whereas EG II showed statistically significant Arcoverde et al. Self-Regulated Learning of Brazilian Students gains over the control group on three of the outcome measures. This suggested benefits to receiving the interventions and that EG I may yield additional benefits over EG II. Theoretical and practical implications for pre-service teachers and teacher education programs are discussed.

O professor deve possuir conhecimentos e habilidades variadas para assumir a tarefa educativa diante da abrangência e da complexidade da Educação. O presente estudo reporta resultados de um programa de intervenção nos processos autorregulatórios de estudantes de Licenciatura, o qual teve como objetivo avaliar se a intervenção contribuiu para ampliar o conhecimento dos estudantes acerca do conceito de autorregulação da aprendizagem; melhorar suas percepções sobre si, como estudantes e como futuros professores; e aumentar a intenção de seguir a carreira docente. Adotou-se como referencial teórico a Teoria Social Cognitiva. A amostra foi composta por cinquenta estudantes de três turmas do terceiro semestre de diferentes cursos de Licenciatura. Os participantes foram divididos aleatoriamente em Grupo Experimental I e II e Grupo Controle. Os dados, coletados por questões conceituais e autorreflexivas, foram examinados por análise de conteúdo. Resultados revelaram que os estudantes dos grupos experimentais demonstraram compreender melhor o conceito de autorregulação da aprendizagem após a intervenção, quando comparados aos do grupo controle. Os resultados foram mais modestos em relação a ter melhores percepções sobre si, como estudantes e como futuros professores. Ademais, a intervenção não influenciou no desejo dos estudantes de seguir a carreira docente. Destaca-se também a importância dos resultados para a discussão sobre a eficácia dos programas de intervenção na formação de professores.

Este livro é fruto de uma parte da tese de doutorado da primeira autora, cujo título é “Estratégias de estudo e aprendizagem e crenças de autoeficácia de estudantes de licenciatura: caracterização e intervenção”, que foi realizada na Universidade Estadual de Campinas-UNICAMP. Seu objetivo é contribuir para o reconhecimento da importância de os programas de formação docente fornecerem aos futuros professores não apenas o conhecimento do conteúdo específico do curso, mas também o conhecimento sobre estratégias de autorregulação para que possam gerenciar seu processo de aprendizagem, desenvolver autonomia acadêmica e promover essas habilidades em suas futuras salas de aula. Nesse sentido, a presente obra foi concebida em três capítulos que se complementam entre si. O capítulo primeiro traz algumas considerações sobre o Ensino Superior no Brasil, a formação docente e os seus desafios. O segundo capítulo discorre sobre a autorregulação da aprendizagem, enfatizando os modelos teóricos de aprendizagem estratégica (MSL) e autorregulada (SRL). Na sequência, no capítulo terceiro, são apresentadas variáveis da autorregulação da aprendizagem - estratégias de aprendizagem, regulação da motivação e da emoção.