Monitoring in an Active Teaching Methodology: an Experience Report
Mariana de Azevedo Nascimento1 *, Pedro Gabriel Bezerra da Fonsêca2
1Graduanda de Psicologia pela Faculdade Pernambucana de Saúde – FPS
2Mestre em Psicologia pela UFPE. Psicanalista Membro do Traço Freudiano Veredas Lacanianas Escola de Psicanálise
Objective: This article intends to report an experience inside the monitoring process in a Psychology course, within a active teaching methodology. One of the most interesting activities offered in the active teaching methodology filed is the monitoring, that motivates the student to exercise his autonomy and initiative, introducing him to the teaching experience.
Method: This experience’s report allows for a sharing of the narrative, meaning to contribute to future monitor’s experience, as well as exercise its scientific production abilities.
Results: The monitoring experience provides the student’s exploration of his role as author of his own knowledge in a active way, boosting the group work and initiative elements of his work, as well as creating opportunities for a better understanding of the teaching experience.
Conclusion: Throughout the monitoring experience, the student can notice the benefits of an active teaching method, and also execute it along the tutor to boost the students‘ learning process, but also finds several hardships, especially when the class isn’t well- adapted to the method and shows apathy and lack of interest.
Keywords: learning, PBL, monitor, students, psychology.
How to cite this article:
Mariana de Azevedo Nascimento, Pedro Gabriel Bezerra da Fonsêca. Monitoring in an Active Teaching Methodology: an Experience Report. International Journal of Psychological Research and Reviews, 2020, 3:37. DOI: 10.28933/ijprr-2020-03-1206
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