La autorregulación en las clases de ciencias de estudiantes del grado de maestro de educación primaria

  1. María Brígido Mero 1
  2. Ana Belén Borrachero Cortés 1
  3. María Luisa Bermejo García 1
  4. Rosa Gómez del Amo 1
  5. Vicente Mellado Jiménez
  1. 1 Universidad de Extremadura
    info

    Universidad de Extremadura

    Badajoz, España

    ROR https://ror.org/0174shg90

Journal:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Year of publication: 2011

Volume: 3

Issue: 1

Pages: 373-380

Type: Article

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More publications in: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Abstract

This paper describes a study of the emotional self-regulation of prospective Primary teachers, distinguishing between the studying and teaching science self-regulation beliefs. The instrument used was a research survey with closed questions made of us to 188 students of The First Degree of Primary of the University of Extremadura in the course 2009/2010. The results showed that as students, prospective teachers used effective resources in view of the problems they had in the subjects of sciences, through a positive self-regulation. As prospective teachers, similar methods are used in view of problems with the contents of sciences, showing a relation between the self-regulation beliefs as students and as teachers.

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