To learn while teaching and the potential to activate monitoring and control mechanisms of understanding: study involving teachers in pre-service
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Abstract
This study focuses on analyzing the activity of learning while teaching, particularly relating its potential for identifying knowledge misunderstandings and uncertainties. From a study involving the participants of a project of monitoring classes in a Brazilian university, the investigation analyzed the awareness of such students in terms of favoring a class structure directed to identify learning gaps. The investigation used interviews to answer the following main question: Does the act of teaching in the form of monitoring allow its executor a metacognitive reflection? Metacognition was understood as the ability of subjects to monitor and control their understandings, which may be associated with the identification of knowledge misunderstandings and uncertainties. The results indicate that supporting students consider the activity a learning opportunity, especially when they are explaining the content. Moreover, the study indicates the importance of identifying understanding gaps as a way to qualify learning.
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