SELF-REGULATING LEARNING IN AN INSTITUTIONAL WELCOMING AND SUPPORT PROGRAM FOR UNIVERSITY STUDENTS
professors as partners
Abstract
The present article sets a paradigm of the needs and possibilities to the psychopedagogical support for university students, as fundamental guideline to the accomplishment of the academic goal in the context of re-modelling university teaching. Such endeavor is two fold: it holds the student as a main social performer of its growth, and also the educator’s development as a condition for changes to take place. The reasoning will be based upon discussion of recent research on the topic, as also upon the work experience with university students and professors in the field of health sciences in a Brazilian University Teaching Institution (UTI), thorough projects implemented by the Psychopedagogical Support Center (PSC) in the university. Among the projects implemented by the PSC this article will highlight the Tutoring Program in which tutoring professors welcome and monitor undergraduate students. Such Tutoring Program focuses on educational practices aims at reaching educational goals in the personal, academic and professional dimensions, as well as on proposing humanistic and cultural activities, to the undergraduate students psychosocial development. An experience based upon the socio-cognitivist theory in a program to the development of university students competences is reported, according to ROSÁRIO, NÚÑEZ and PIENDA (2006), having as its partners tutoring professors in the deed of welcoming and supporting students, especially beginners). The methodology to the application of self-regulating programs in learning follows the same pattern as in the Portuguese universities: 90-minute sessions in which 20 professors took part, within fortnight periods in which 20 professors participated along the year of 2011. The experience had an excellent acceptance among these participant professors who felt motivated by the proposal as well as by the possibility of its application in the support program context to welcome undergraduate students. Program; tutoring professors; professor development.
