Learning a foreign language is, among other factors, based on the perception of one’s own development and on undertaking strategies for greater communicative competence, which are founded in autonomous procedures that span the necessity for greater responsibility. As learning a language demands constant study, even after the school period – when there are no more teachers as mediators - the development of self-regulated learning skills becomes relevant. One option revealed in literature as a trigger for greater autonomy for learning, is the use of self-assessment. This study aimed at identifying and analyzing the potential of self-assessment for students to plan strategies and control their own actions, procedures which are part of self-regulated learning practice. The research adopted a qualitative approach in the form of a case study, and involved 25 students in the 8th grade of a public school in Northern Paraná, Brazil. Information from the instruments for data collection was subjected to thematic content analysis. The results reveal that self-assessment encourages the use of strategic planning and monitoring of one’s own learning only if joined to teacher intervention and motivational strategies.
O desenvolvimento de habilidades docentes pressupõe ações que proporcionem maior responsabilidade e autonomia à aprendizagem. Uma dessas ações é a promoção de atividades autoavaliativas, permitindo consciência da situação da aprendizagem e planejamento de intervenções. Este estudo concentrou-se em determinar o potencial autorregulatório, nas práticas autoavaliativas, realizadas em um curso de Pedagogia. A pesquisa de abordagem qualitativa, na modalidade estudo de caso, contou com a participação de 56 discentes, do último ano do curso de uma universidade pública paranaense. As informações, dos questionários e entrevistas, foram submetidas à análise de conteúdo, permitindo constatar que a maioria dos participantes tem consciência das finalidades da autoavaliação, mas vivenciam a proposição de atividades autonotativas, ou seja, de atribuição de nota para compor média. As práticas realizadas não proporcionam o desenvolvimento de habilidades autorregulatórias. PALAVRAS-CHAVE:Autoavaliação, Autorregulação, Formação de professores.The development of teacher skills estimates actions which provides more responsibility and autonomy towards learning. One of these actions is to promote self-assessment activities, contributing to better awareness of one's own learning and planning of interventions. This study focused on determining the potential for self-regulation of learning in self-assessment practices carried out in an undergraduate Pedagogy course. The research is qualitative, using the case study technique. Fifty-six students from the final year of the course at a public university in Paraná participated in the study. Information from questionnaires and interviews was submitted for content analysis, revealing that most participants were aware of the purposes of self-assessment, but they were found to be conducting self-grading activities, which consists on grading one's own work in order to calculate a grade point average. The practices performed in the course do not encourage the development of self-regulatory skills. AbstractResumo
The tendency to take risks without measuring consequences properly and the decrease in motivation are features presented at adolescence that may presuppose the need for changes in the traditional way of teaching and learning. This hypothesis leads to the search for educational solutions for a more effective work in the classroom. This study analyzes the methodology applied to adolescents at Sesi School, a basic education school in Southern Brazil, using Robert Sternberg's theory of problem-solving (2010) in cognitive psychology and Barry Zimmerman's concept of self-regulation of learning (1989). The analysis aims to draw relationships between the adolescence phase and the impact of a methodology focused on problem-solving, in order to perceive possible contributions to the development of more autonomy and responsibility for learning. This experience report points out as main contributions: (a) problem-solving can be a promising method for the development of autonomy and responsibility for learning; (b) as adolescents are moved by risks, problems can turn into challenges, motivating students to seek pleasure and reward in the search for the best solution; (c) problem-solving in the adolescents' formal learning environment promotes the development of a repertoire of strategies, which effectively helps with the autonomous and responsible management of learning regulation.
o trabalho apresenta a análise das práticas avaliativas do Certificado em Ensino de Língua Inglesa para Adultos (Celta), com o objetivo de compreendê-las como conjunto de ações compromissadas com a avaliação formativa, confrontando-as com as proposições teóricas. Utiliza a abordagem qualitativa como metodologia para o desenvolvimento da pesquisa, sendo o relato de experiência a tipologia adotada. Analisa as práticas formativas sob a luz do referencial teórico e, a partir deste, por fim, aponta aprendizagens e tece sugestões/contribuições significativas relativamente às possibilidades e à viabilidade de exercer a avaliação formativa em sala de aula, evidenciando as consequências positivas de sua aplicação para a aprendizagem do aluno. Palavras-chave: Trabalho docente, Avaliação formativa, Processo de ensino-aprendizagem, Formação de professores. RESUMENEste artículo presenta un análisis de las prácticas de evaluación dei Certificado en Ensenanza de Inglês para Adultos (CELTA). Con eI objetivo de comprenderlas como un conjunto de acciones comprometidas con la evaluación formativa, serán comparadas con las proposiciones teóricas. Como metodología para el desarrollo de la investigación se utiliza un enfoque * Professora de língua inglesa e
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