Abstract
Streamlining learning has always been an important concern of psychologists, education specialists, both theorists and practitioners. The acquisition of autonomy in learning is the clearest proof of the formation of an effective learning style, which ensures and determines a deep, sustainable learning. One of the ways that can be leveraged to achieve autonomy and flexibility is problem-solving. The present study aims to analyze the role of this learning modality in the development of autonomy, to identify ways, strategies, concrete techniques of realization, all this – from the perspective of some students-future teachers. The sample of subjects consisted of 74 second-year master's students from the Faculty of Letters, who are also attending the Initial Professionalization Program, level II, this being a level of deepening, of developing the skills previously formed, by going through the same program, level I. We considered this sample considering the specificity of their training (psycho-pedagogical, methodical, practical), but also their role as future trainers. The research methods used were the questionnaire-based survey and the focus-pit, the tools applied being a questionnaire and an interview guide. The results recorded, cumulative, following the application of the two research methods, allowed the formulation of conclusions regarding the importance of autonomy and flexibility in learning, respectively the role of problem-based learning in achieving this objective.
Published Version
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