Self-regulated learning in initial teacher training: use of cognitive strategies in two normal school contexts in the states of Baja California and Veracruz, Mexico

Aprendizaje autorregulado en la formación inicial docente: uso de estrategias cognitivas en dos contextos normalistas en los estados de Baja California y Veracruz, México

The objective of this research was to identify the use of cognitive and metacognitive strategies of Self-Regulated Learning (SRLL) among students of the Bachelor of Primary Education, from two public normal schools in Mexico. It consisted of a quantitative, des- criptive, cross-sectional survey study. The results indicate statistically significant differences between schools in the use of outlines and summaries, and in reading texts indicated by the teacher; while in both institutions cognitive strategies are mostly used and to a lesser extent, metacognitive strategies. The need to implement strategies for monitoring one’s own learning in the curricula aimed at teachers in training is highlighted, with the purpose of them being able to promote SRLL in their future students. The scarce differences between the students of the two institutions encourage the possibility of recog- nizing common features in the way of learning of teachers in initial training, although further studies are required to corroborate this.