LEARNING REGULATION IN PROFESSIONAL DIDACTICS: A SYSTEMATIC LITERATURE REVIEW

Professional Didactics is a French-origin approach aimed at understanding adult development, emphasizing professional training and work analysis. This article presents a systematic literature review whose objective was to identify and analyze studies on the regulation of learning in Professional Didactics with a view to professional competence development. Eighty-three articles were found in six different digital repositories, of which 26 were analyzed according to the research guiding questions. The results indicate a predominance of analyses of professional practice in teaching, especially in Exact Sciences. However, most of the works are bibliographic research with few experiential reports. Based on the relevance of the topic and the discussions of this research, the literature lacks approaches that appropriately investigate explicit forms of regulation and the use of instruments for work analysis aimed at developing professional competencies.