Analysis of tutors’ pedagogical practices to encourage the use of learning strategies

Authors

  • Natália Moraes Góes Universidade Estadual de Campinas
  • Paula Mariza Zedu Alliprandini Londrina State University image/svg+xml

DOI:

https://doi.org/10.5212/PraxEduc.v.14n3.008

Abstract

This research aimed at identifying and analyzing tutors’ pedagogical practices, in Distance Learning, in order to encourage the use of cognitive, behavioral and self-regulatory learning strategies by the students. For data collection, an online survey was applied, composed by 7 questions which asked the tutor about his/her pedagogical practices in face of several situations in the school context. Twenty-six tutors took part in the survey and the answers were evaluated according to Bardin’s (2004) Content Analysis assumptions. When the tutors’ pedagogical practices were analyzed, it was verified they indicated that behavioral strategies were encouraged more often. Generally, it was observed that the tutors’ pedagogical practices were not aimed at promoting the use of learning strategies. The results of this research point to the need for new intervention studies that aim to teach learning strategies to distance learning tutors.

 

Keywords: Tutor. Distance learning. Learning strategies.

Author Biographies

  • Natália Moraes Góes, Universidade Estadual de Campinas
    Doutoranda em educação pela Universidade Estadual de Campinas. Mestre em educação pela Universidade Estadual de Londrina. Graduada em Pedagogia pela Universidade Estadual de Londrina.
  • Paula Mariza Zedu Alliprandini, Londrina State University
    Pós-Doutora junto ao Departamento de Psicologia da "Cornell University" em 1997/1998, Mestrado (1991) e Doutorado (1994) em Psicobiologia pela Universidade de São Paulo. Possui graduação em Psicologia pela Universidade Estadual de Londrina (1986).  Atualmente atua como docente junto ao Departamento de Educação e Programa de Pós-Graduação em Educação da Universidade Estadual de Londrina (UEL) 

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Published

2019-09-23

Issue

Vol. 14 No. 3 (2019): Dossiê: Jovens e ativismos em (des)construção: socializações e (in)ações políticas

Section

Artigos

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How to Cite

Analysis of tutors’ pedagogical practices to encourage the use of learning strategies. Práxis Educativa, [S. l.], v. 14, n. 3, p. 955–973, 2019. DOI: 10.5212/PraxEduc.v.14n3.008. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/12124. Acesso em: 14 may. 2026.