Intervention in learning strategies: A proposal for in-service teacher training

Abstract

This study aimed to analyze the effects of an intervention developed in the format of a curricular overlay related to the teaching of learning strategies for high school teachers in a public school in Paraná, Brazil. Fourteen teachers participated in the research until its conclusion. The teachers participated in a hybrid format intervention that lasted for 5 months and was composed of 17 intervention sessions, totaling 50 hours. The research followed a pre-experimental design, following the stages of pre-test, intervention, and post-test. During the intervention stage, cognitive, metacognitive, internal and contextual resource learning strategies were taught to the educators. The results showed statistically significant differences when comparing the pre- and post-test for the sub-scales of self-regulation: cognitive and metacognitive, internal and contextual resources, and total self-regulation of the scale. There is a need for more studies with teachers in initial or continued formation, as they play an important role in the formation of students, as well as with other participants, school levels, cultures, and contexts.