Exploring Students’ Self-Regulated Learning in Vocational Education and Training

Abstract

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Relações entre as estratégias de aprendizagem e motivação no Ensino Técnico Profissionalizante

“…O propósito deste estudo é dar continuidade à investigação sobre o uso das estratégias de aprendizagem, por parte dos estudantes do ETP, tendo como objetivo principal analisar a evidência de validade baseada na relação com outras variáveis da Escala de Avaliação de Estratégias de Aprendizagem para o Ensino Profissionalizante (EAVAP-EP; Pereira & Santos, 2016). Com esta pesquisa pretende-se demonstrar o quanto as estratégias de aprendizagem cognitivas, centralizadas no ensaio, na elaboração e na organização, e as estratégias metacognitivas, com ênfase para o planejamento, a organização, o monitoramento e a regulação podem impactar na motivação dos alunos (Jossberger et al, 2019;Scacchetti, Oliveira, & Rufini, 2014;Slaats et al, 1999;van Grinsven, & Tillema, 2006).…”

Learning Professional Knowledge: Bachelor Nursing Students’ Experiences in Learning and Knowledge Quality Outcomes in a Competence-Based Curriculum

“…Doing this will deepen the understanding of professional knowledge and students will reach a more abstract level in their thinking (Tynjälä et al, 2014). The self-regulative knowledge component in the model represents the system of conscious management of one's own thoughts, behaviours and feelings to achieve the learning goals (Bereiter & Scardamalia, 1993;Jossberger et al, 2018;Zimmerman & Schunk, 2011). Analytic and technological mediating tools like writing, discussions, and coaching are needed to make connections between the different forms of knowledge to create new knowledge.…”

Career and Technical Education Experiences Relationship to Technology Attitudes, Self-regulation and Grit

“…These skills are useful in all learning environments but especially important in vocational and work-based settings in which students acquire specific technical skills in real-life practical tasks (Jossberger et al, 2020). Self-regulated behaviors are not only observed, but also influenced by the emerging performance and work outcomes during hands-on activities, revealing a dynamic process of work-based learning.…”

“…This is understandable given that students who participated in internships and CTSOs are in a learning environment that differs substantially from classrooms. Participants need to construct meanings and process information from tangible events and real-world situations (Jossberger et al, 2020), and thus exercise more metacognitive strategies and resources.…”