Profile Analysis of Strategic and Self-Regulated Learning of Future Teachers
DOI:
https://doi.org/10.1590/Abstract
Strategic and self-regulated learning involves taking control of one’s own learning. Strategic and self-regulatory skills can be promoted by teachers, mainly when they are also self-regulated. The aim of this study was to characterize the strategic and self-regulated learning profiles of future teachers. The study included 343 undergraduate students who completed the Learning and Study Strategies Inventory and the Self-Efficacy for Learning Form. The k-mean method was used to cluster the participants according to their scores on these measures. The results revealed three student profiles, with high, moderate and low levels of strategic and self-regulated learning and self-efficacy beliefs. Only a portion of future teachers showed high levels of strategic and self-regulated learning. The need for interventions targeted at increasing future teachers’ theoretical and practical knowledge on how to foster strategic and self-regulated learning in their students is highlighted.
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