Evaluation as teaching self-regulation in the teaching and learning processes: the look of GEPES/UNIVALI group

Abstract

This article is about reports of experiences of the GEPES / UNIVALI group on the self - regulation of teaching practice, through the evaluation of strategies used in Higher Education. The main objective was to reveal the self-regulation of teaching practice from the evaluation of teaching strategies in Higher Education. In general, this study is justified by the necessity to expand knowledge about these subject and the urgency of advancing conceptions and purposes of how to recognize evaluation as an interdependent process of self-regulation of teaching practice. The methodology used was narrative. This article is presented in two parts: the first shows the evaluation in that area and the self-regulation in the teaching and learning processes, and the second, describes experiences on evaluation as teacher self-regulation of the learning process of the GEPES / UNIVALI group. The results showed that the evaluation of diverse actions and diversified strategies, different and creative, allowed the self-regulation of the teaching practice, as well as, contributed significantly to the self-evaluation of the students on the experiences, providing adjustments and improvements in the disciplines with visible and significant results visible and transforming each new semester in which the teachers taught the discipline.