Self-regulation practices and strategies

The professional development of teachers involves lifelong learning, the articulation of mechanisms for detecting the level of competencies and, more specifically, the ability to diagnose their own needs for improvement. Thus, it assumes that professionals reflect on their own practice through the use of effective strategies and that, therefore, self-regulate their own learning process. The project "Self-assessment strategies for self-regulation of learning and teacher professional development (Ref. 2017ARMIF00006) has analyzed the suitability and convenience of strategic changes and improvement in the training and professional development of teachers, through the promotion of capacities of self-reflection and self-assessment of professional teaching competencies.

As a result of the work carried out during two years of work, the project members have developed two guides that aim to help university teachers linked to teacher training qualifications, as well as active teachers, in promoting evaluation strategies and self-regulation.

"Guide of evaluation practices for the self-regulation of the learning of university students"

This document aims to help optimize the learning processes of students, enhancing their autonomy and stimulating the maturation of their training projects. The direct addressees of the guide, in addition to the university students themselves, are the teaching staff with teaching responsibility in university training and the institutional academic managers of the universities. Indirect recipients are Early Childhood and Primary Education teachers interested in their professional development from this area and who want to implement assessment practices for self-regulation.

Access to the complete document: https://ddd.uab.cat/record/233349

Guide on the Practices for the self-regulation of the teaching task of the teachers. Support material

Being a teacher means being an expert learner, so that teaching implies the ability to control, reflect and self-regulate the learning process itself to make decisions about the knowledge that is required in particular contexts. This document presents a work, the result of the theoretical review, but also of the analysis of the self-regulation practices that active teachers use on a day-to-day basis. In this sense, textual quotes from interviews made to nursery, primary and secondary teachers developed within the framework of the project and that serve to illustrate the practices presented are incorporated.

Access to the complete document: https://ddd.uab.cat/record/233350