Resumo

ALCANTARA VALVERDE, Ligia. Profesores autorregulados: diseño y validación de una interfase autorregulatoria. RMIE [online]. 2009, vol.14, n.43, pp.1219-1248. ISSN 1405-6666.

The problem addressed in this study refers to university professors' development of self-regulatory skills through a cognitive, affective/motivational, and behavioral interface. Putting the interface into operation required designing and validating an instrument of evaluation (self-regulatory scale) and two programs of intervention (strategic teaching and learning). The underlying theoretical framework integrated fundamentals of three models related to self-regulated learning and learning strategies. The participants in the validation were thirty professors from private universities in northern, central, and southern Mexico. The results did not indicate significant intra-group differences in terms of self-regulatory self-evaluations, yet significant differences were present between the experimental and control groups. Analysis of execution showed that the self-regulatory adjustments demanded by the instructional tasks required superior efforts that influenced the pace and productions generated.

Palavras-chave : professor training; learning strategies; teaching strategies; meta-cognition; scales of measurement; Mexico.

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