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FOMENTO DE LA AUTORREGULACIÓN DEL APRENDIZAJE DESDE UNA COMPRENSIÓN CUALITATIVA DURANTE LA PANDEMIA DE COVID-19.
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- Author(s): SÁEZ-DELGADO, FABIOLA1 ; LOBOS-PEÑA, KARLA2 ; LÓPEZ-ANGULO, YARANAY3 ; MELLA-NORAMBUENA, JAVIER4 ; PINOCHET, PALMENIA5
- Source:
Revista Mexicana de Investigación Educativa. ene-mar2023, Vol. 28 Issue 96, p159-186. 28p. - Source:
- Additional Information
- Subject Terms:
- Subject Terms:
- Abstract: El objetivo de este artículo es comprender las prácticas pedagógicas para promover la autorregulación del aprendizaje durante la enseñanza remota por la emergencia ocasionada por la COVID-19. Se empleó el método cualitativo inductivo con diseño fenomenográfico. La muestra estuvo compuesta por 13 docentes de Ingeniería y Ciencias Básicas de una universidad del sur de Chile. Los resultados revelan que existen deficiencias en la conceptualización de autorregulación del aprendizaje por parte del profesorado; se han identificado facilitadores y obstaculizadores docentes para promover su desarrollo en el estudiantado; finalmente se reportan prácticas para favorecer este proceso. El trabajo concluye que las prácticas pedagógicas son insuficientes para promover la autorregulación del aprendizaje en universitarias(os) del área de ciencia, tecnología, ingeniería y matemáticas y, por tanto, se necesitan entrenamientos docentes que la desarrollen. [ABSTRACT FROM AUTHOR]
- Abstract: The objective of this article is to understand the teaching practices that promoted self-regulated learning during the remote learning of the COVID-19 pandemic. An inductive qualitative method with a phenomenographic design was used. The sample consisted of thirteen teachers of engineering and basic science at a university in southern Chile. The results reveal deficiencies in teachers' conceptualizations of self-regulated learning; teachers who facilitate and hinder self-regulated learning were identified; and practices that favor the process were reported. The article concludes that teaching practices are insufficient for promoting self-regulated learning among undergraduate students in STEM, and that teachers need to be trained in self-regulation. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Revista Mexicana de Investigación Educativa is the property of Consejo Mexicano de Investigacion Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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