Diseño de tareas para promover aprendizaje autorregulado en la universidad

Marcela Valencia Serrano

doi:10.5294/edu.2020.23.2.6

Autores

Marcela Valencia Serrano Autor Pontificia Universidad Javeriana Cali http://orcid.org/0000-0001-7416-2393

DOI:

https://doi.org/10.5294/edu.2020.23.2.6

Palavras-chave:

Aprendizagem autorregulada, prática pedagógica, treinamento de professor, estudante universitário, pedagogia universitária

Resumo

Task Design to Promote Self-Regulated Learning at University

Elaboração de tarefas para promover a aprendizagem autorregulada na universidade

Este artigo tem o objetivo de propor diretrizes para a elaboração e implementação de tarefas acadêmicas que favoreçam a aprendizagem autorregulada em estudantes universitários. Para isso, foram consideradas a estrutura e a avaliação da tarefa. Quanto à estrutura, são apresentadas diretrizes relacionadas com os objetivos, as instruções, o valor e a promoção da autonomia na tarefa para favorecer a autorregulação dos estudantes. Na avaliação da tarefa, o papel dos critérios de avaliação, a retroalimentação e os espaços de autoavaliação são abordados. Como conclusão, torna-se evidente a necessidade e conveniência da formação dos docentes em estratégias que favoreçam a aprendizagem autorregulada, a partir de diretrizes propostas neste trabalho, bem como da continuação efetiva dessas pautas em processos específicos da aprendizagem autorregulada.

Para citar este artículo / To reference this article / Para citar este artigo

Valencia-Serrano, M. (2020). Diseño de tareas para promover aprendizaje autorregulado en la universidad. Educación y Educadores, 23(2), 267-290. https://doi.org/10.5294/edu.2020.23.2.6

Recibido: 27/08/2019

Aceptado: 06/04/2020

Publicado: 04/08/2020

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Biografia do Autor

Marcela Valencia Serrano, Pontificia Universidad Javeriana Cali

Psicóloga, Magister en Educación, Profesora del Departamento de Ciencias Sociales, Facultad de Humanidades y Ciencias Sociales de la Pontificia Universidad Cali

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