Abstract

This study quantified, described, and analyzed the available lexicon of third-semester-of-pedagogy Chilean students associated with centers of interest, such as self-regulation of learning, planning, execution and self-evaluation of study in pedagogy learners. The results showed that the study's self-regulation and monitoring centers of interest present fewer words. However, the representation of categories typical of the phases of self-regulated learning is lower. Finally, the results are discussed in the context of initial teacher training with respect to the importance of vocabulary associated with self-regulated learning.