BASIC EDUCATION TEACHERS' SOCIAL REPRESENTATIONS OF SELF-REGULATED LEARNING

In self-regulation learning, are considered the elements that help the individual in the development of his own learning, such as planning, autonomy, implementation of objectives and elaboration of strategies for the act of learning. As this construct is relatively new, the objective of this research, developed from a Doctorate course in a postgraduate program in Education, was to interpret the social representations that Basic Education teachers have about self-regulation learning and verify their origin. The Sociocognitive Theory and the Central Core Theory make up the theoretical framework adopted in this investigation, which was realized in two phases: in the first, 214 Basic Education teachers responded to a sociodemographic assessment and to a word evocation evaluation; in the second phase, 23 teachers participated in online focus group meetings. After the first phase, two analyses were carried out: a prototype analysis and a content analysis, which allowed the identification of the possible central core, peripheries and elements belonging to the contrast zone. After the second phase, a new content analysis was carried out and it was possible to validate the previously identified social representations, including two elements comprising the central core: autonomy and motivation. These elements demonstrated a direct relationship with the others identified in the analyzes and demonstrated to be aligned with the formal concept of self-regulation learning. However, it was possible to verify that the teachers' representations regarding the construct dealt with here did not come from a systematized understanding, but rather from an impression, generated from their daily activities and from the conversations that took place in the focus group meetings.

自主学习（self-regulation learning）相关要素，指的是助力个体自主学习能力发展的各类要素，例如规划能力、自主性、目标落地实践以及学习行为相关策略的制定等。由于该构念尚属较新的研究范畴，本研究依托教育学研究生阶段的博士课程开展，其研究目标为解读基础教育教师对自主学习的社会表征，并验证这些社会表征的来源。本研究采用的理论框架由社会认知理论（Sociocognitive Theory）与中心内核理论（Central Core Theory）共同构成，整个研究分为两个阶段开展：第一阶段中，214名基础教育教师完成了社会人口学测评与词汇联想测评；第二阶段则有23名教师参与了线上焦点小组会议。第一阶段结束后，研究团队开展了两项分析：原型分析与内容分析，借此得以识别出可能存在的中心内核、外围要素以及属于对比区域的相关元素。第二阶段结束后，研究团队又开展了新一轮内容分析，得以验证此前识别出的社会表征，其中确定了构成中心内核的两项要素：自主性与动机。这两项要素与分析阶段识别出的其余要素存在直接关联，且与自主学习的正式概念保持一致。但研究同时发现，教师们对本次研究涉及的构念的认知，并非来自系统化的理论理解，而是源于日常教学活动与焦点小组会议对话所形成的主观印象。