As a part of a research aimed at investigating the teacher as a student, his/her knowledge and the use of learning strategies, the objective of the present study was to examine the conceptions and the knowledge of learning strategies and learning to learn of 35 elementary school teachers, from 1st to 4th grades of three Campinas public schools. The data were collected through a structured individual interview. A content analysis of the open answers was accomplished. The closed answers were studied through descriptive statistics, and the results disclosed that most of the teachers misunderstood the concept of learning strategies confounding it with teaching strategies. The conception of learning to learn was also mistaken. The data are discussed in terms of their educational implications.
Learning; Cognitive psychology; Teacher education; Basic education