AUTHENTIC OPPORTUNITIES TO AUTOREGULATE THE LEARNING

The case of the Practicum of the Psychopedagogy studies

Abstract

This article presents the findings of an investigation whose main objective is to contrast if the Prácticum, of Psychopedagogystudies, is an experience that provides autoregulation of learning. To do so, it counted on the participation of sixteen students, who have completed this course during the academic year 2011/12, at the University of Alicante. The information we provided has been collected through two instruments: a semi structured interview and an online questionnaire. It adopted a qualitative methodological approach, using the technique of content analysis. For the information processing it was used the computer program AQUAD 6, which made it possible to create a frame with codes and categories which includes the most significant results. From these emerges the consideration of Prácticum as a real opportunity for students to autoregulate their learning, since it facilitates the use of organizational strategies, planning, problem solving and evaluation, allows the application of the theoretical subjects (what helps to motivate) and satisfy their most positive expectations. Therefore, it is proposed to prioritize pragmatic approaches in Psychopedagogy studies, because they stimulate students to activate management and organization strategies of their learning.