Self-Regulation of Learning: The Challenge for an Autonomous University Learning
DOI:
https://doi.org/10.4067/s0718-73782023000100021Keywords:
Self-regulated learning, Educational inclusion, Autonomous learning, Educational mediation, University teachingAbstract
University teaching work, whose goal is to contribute to society with high-quality professionals, requires a training process in which learning with effectiveness and autonomy is a central axis in any educational process. What seems like a natural goal to achieve does not always occur spontaneously and successfully. For this reason, teacher training is an opportunity to mediate our students, following intentionally and meaningfully inclusive teaching to promote autonomy in university classes. This paper presents the meaning of mediating teaching from the self-regulation of learning perspective, its relevance, implications, and challenges for autonomous and inclusive learning in university practices. Moreover, we address the importance of promoting an effective involvement of teachers in teaching strategies of self-regulation of learning to their students, which will be helpful to their lives beyond the university classrooms.
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