Design of an assessment task for self-regulated learning of education professionals

Abstract

The development of self-regulated learning is crucial for education professionals, as it allows educators to reflect on their own teaching, identify areas for improvement, and adapt their methods to meet the needs of students. This work aims to analyze how the implementation of an assessment task can enhance educators' ability to self-regulate their learning. To achieve this objective, the qualitative empirical technique of group interviews with participants and the quantitative empirical technique of studying grade frequencies were used. In addition, rational methods such as analytical-synthetic and inductive-deductive were used to assess and interpret the empirical data collected. The results indicated that both the practical execution during the course and the oral defense of the final assessment task contributed positively to the development of self-regulated learning of the participants. The initiative presented in this study can be a path of professional development that directly contributes to raising self-regulatory knowledge and skills that allow constant autonomous preparation for education professionals.