Historias que enseñan a estudiar y aprender: Una experiencia en la enseñanza obligatoria portuguesa

Rosário, Pedro; Pérez, José Carlos Núñez; González-Pienda, Júlio António

doi:10.25115/ejrep.v2i3.1143

EJREP

2017

DOI: 10.25115/ejrep.v2i3.1143

|View full text |Cite

Historias que enseñan a estudiar y aprender: Una experiencia en la enseñanza obligatoria portuguesa

Pedro Rosário¹,

José Carlos Núñez Pérez²,

Júlio António González-Pienda³

Abstract: ResumenEn el marco de los nuevos planes de estudios de la educación básica portuguesa, hemos llevado a cabo un proyecto de investigación desarrollado en el Colégio de Nossa Srª Rosário y coordinado por el primer autor de este artículo. La autorregulación del aprendizaje es el marco conceptual de este proyecto: "(Des)venturas do Testas". Basándonos en el marco teórico sociocognitivo, presentamos y analizamos el modelo de las fases cíclicas de la autorregulación del aprendizaje, la naturaleza de las estrategias … Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2017

Publication Types

Select...

Article5

Relationship

Self Cite2

Independent3

Authors

Journals

Cited by 5 publications

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Trabalho de casa, tarefas escolares, auto-regulação e envolvimento parental

Rosário¹,

Mourão²,

Soares³

et al. 2005

Psicol. estud.

Self Cite

View full text Add to dashboard Cite

RESUMO. Urge entender o Trabalho de Casa (TPC) como processo complexo para o qual conflui um vasto leque de factores impactantes. Neste relato analisam-se as relações entre os perfis de atitudes e comportamentos diante do TPC de Inglês e o nível instrutivo dos pais, a auto-eficácia percebida nessa disciplina bem como a correlação entre tais perfis de TPC e os perfis auto-regulatórios, em face do estudo. A amostra tomada é composta de 3929 alunos. O nível instrutivo dos pais associa-se positiva e significativamente aos perfis de atitudes e comportamentos de TPC. As atitudes e comportamentos de TPC correlacionam-se, positiva e significativamente, com os perfis auto-regulatórios, diante do estudo. Alunos que se percepcionam como mais auto-eficazes registam melhores perfis de atitudes e comportamentos de TPC. Os resultados sugerem a necessidade de os diferentes parceiros do sistema educativo analisarem e promoverem activamente os processos auto-regulatórios envolvidos no ensino-aprendizagem em geral e no TPC em particular. Palavras-chave: Trabalho de casa (TPC), aprendizagem auto-regulada, envolvimento parental. HOMEWORK, SELF-REGULATED LEARNING AND PARENT INVOLVEMENT ABSTRACT. There is a need to view homework (HW) as a process for which a vast number of obstructive factors converges. In this report the interrelations between students of English as a Foreign Language, homework attitudes and behaviors, and their parents' education and students' perceived self-efficacy in EFL are analyzed. The correlation between students' EFL homework attitudes and behaviors and students' self-regulated learning profiles are also discussed. The study involved 3929 students, from 5 th to 9 th grades compulsory education. The collected data evidenced the positive and significant associations between EFL students' attitudes and behaviors towards homework and the parents' education and students' perceived self-efficacy in EFL. The correlation between EFL students' attitudes and behaviors towards homework and students' self-regulated learning profiles proves to be positive and significant. Calling the attention of teachers and educators to the main role of motivational and self-regulatory aspects involved in the learning process and, particularly, in the homework process, is the ultimate feature of the present article.

show abstract

Trabalho de casa, tarefas escolares, auto-regulação e envolvimento parental

Rosário¹,

Mourão²,

Soares³

et al. 2005

Psicol. estud.

Self Cite

View full text Add to dashboard Cite

show abstract

Developing Students Autonomy And Self-Regulation Thought A Co-Teaching Research Methods Experience

Janeiro¹,

González²

2015

CIER

View full text Add to dashboard Cite

The College of Human Sciences at Oklahoma State University (OSU) and Universidad Popular Automa del Estado de Puebla (UPAEP) decided to offer Pedagogy Doctoral students from Mexico a 3 week co-teaching research methods experience. Two professors, one from each institution (OSU and UPAEP), designed the syllabus to offer a co-teaching experience in the United States. The objective of the course was to enhance students success in their research dissertation project, contributing to develop students autonomy and self-regulation while offering Mexican students an international experience at OSU and at the same time allowing students to access OSU facilities, including the library databases and different research software. Two evaluations were conducted to assess the effectiveness of the course and the impact in the students autonomous learning. The first assessment was conducted at the end of the course through a semi-structured personal interview. The second evaluation was conducted six months after concluding the experience and included one on-line survey. During both evaluations the students agreed that a co-teaching experience was beneficial because the course combined two kinds of expertise and the teaching styles of both professors. The study concluded that co-teaching experience was useful in the students journey to become autonomous learners and the level of understanding of the topics studied the students self-directed and self-regulated process and the achievement of the students expectations.

show abstract

Hacia un nuevo paradigma del aprendizaje estratégico: el papel de la mediación social, del self y de las emociones

Font

2017

EJREP

View full text Add to dashboard Cite

El presente documento apunta a identificar una posible solución para el dilema con que actualmente se enfrenta el paradigma del aprendizaje estratégico: si las estrategias deben ser entendidas como acciones independientes del conocimiento específico de un actor educativo, o si son dependientes de un contexto estratégico instruccional determinado. Este artículo sostiene que el escenario mental intrapsicológico debe ser tratado también como un espacio de diálogo, es decir como un espacio interpsicológico en el cual diferentes versiones de la identidad personal o selfs, interactúan, ejerciendo una influencia decisiva sobre las estrategias de aprendizaje, en el caso de los estudiantes, o sobre las estrategias de enseñanza, en el caso de los profesores, que son activadas cuando afrontan determinado problema. Para llegar a esa conclusión revisamos brevemente el estado del arte del paradigma, basándonos en la evidencia empírica disponible. Serán también revisadas algunas valiosas críticas respecto a la necesidad de incorporar las metas sociales y emocionales de los actores al paradigma, así como la teoría de la construcción de múltiples selfs. Finalmente, se propone una agenda para futuras investigaciones que en el futuro puedan contribuir a profundizar en dicho planteamiento.

show abstract

scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

Contact Info

hi@scite.ai

10624 S. Eastern Ave., Ste. A-614

Henderson, NV 89052, USA

Blog Terms and Conditions API Terms Privacy Policy Contact Cookie Preferences Do Not Sell or Share My Personal Information

Made with 💙 for researchers

Part of the Research Solutions Family.

Historias que enseñan a estudiar y aprender: Una experiencia en la enseñanza obligatoria portuguesa

Cited by 5 publications

References 19 publications

Trabalho de casa, tarefas escolares, auto-regulação e envolvimento parental

Trabalho de casa, tarefas escolares, auto-regulação e envolvimento parental

Developing Students Autonomy And Self-Regulation Thought A Co-Teaching Research Methods Experience

Hacia un nuevo paradigma del aprendizaje estratégico: el papel de la mediación social, del self y de las emociones

Contact Info

Product

Resources

About