Kindergarten teachers’ perceptions of their proposals for self-regulated learning

Résumé

This paper reports on a research conducted in 18 schools in Granada, Jaen and Almeria with kindergarten teachers in order to facilitate the development of self-regulated learning through the knowledge and perception of their own teaching-learning process.

The study is descriptive in nature, with a quantitative pre-experiential design. It uses the EEPEA- EI (Scale for the Evaluation of the Teaching Learning Process in Kindergarten) which is designed for such purpose. Results show that teachers have a clear conception on how to develop the teaching- learning process in class. They establish targets in advance and feel more satisfied with the process. In conclusion, we must highlight the fact that kindergarten teachers develop high expectations, improvement beliefs, and satisfaction with the work carried out.