The Self-Regulation of Teaching: a Qualitative Approach to Significant Elements of Teaching Practice at the BENV "Enrique C. Rébsamen"
DOI:
https://doi.org/10.5281/zenodo.7017489Keywords:
Self-regulation, Learning, Teaching, Higher Education, Cognition, Motivation, Behavior, Context, Self-assessmentAbstract
Self-regulated learning emerges as a theme that cannot be postponed in the current educative agenda; this article, however, addresses one of least investigated subjects in this field: the self-regulation of teaching. In the following text, emphasis is made on the need of analyzing the self-regulation of teaching, specifically among those who orient themselves to the initial training of future graduates on the Bachelor of Basic Education. The qualitative approach and descriptive range research had as a main purpose to analyze the study object based on the phases and areas that constitute it on the Preschool and Elementary Education Bachelor’s Degrees of the Benemerita Escuela Normal Veracruzana. The findings, obtained from an interview conducted to nine volunteer teachers, allow confirming the usefulness of the model used for this analysis, as well as to reiterate that self-regulation cannot be considered on absolute terms, but as a human process that is under permanent construction and adaptation.
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References
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