Perception and knowledge of future teachers of their learning processes

Abstract

This study was targeted at assessing the knowledge of future teachers about their own learning strategies. The sample was composed of 62 students from pedagogy and mathematics courses, of public and private universities of two Brazilian states. Data was collected using the Future Teacher Self-reflection of Learning and Metacognition Activation Protocol and examined by content analysis. Results showed not only that the students reflect on their learning and are concerned with deep processing of information, but also that self-reflection can be an important tool to help students learn how to learn. Of the total sample, 70% reported using cognitive strategies while only 30 % mentioned the metacognitive ones. It can be inferred that there is lack of adequate instruction regarding the use of learning strategies in the context of teacher education.

Keywords:
metacognition; teacher education; self-regulation