Abstract:

The Continuing Education Program:
Continuing education for teachers faces challenges such as a lack of time and resources, resistance to change, a lack of incentive, and the need for constant updating. Although reflection in practice can help, it does not seem to generate the necessary engagement to transform teaching practice [1-3]. Studies suggest that reflection-in-action, reflection-on-action, and knowledge-in-action, in addition to the use of technologies and participation in communities of practice, can contribute to this transformation. However, each teacher must find their own strategies and appropriate pedagogical resources to improve their practice [4-18].

Preparation of the Teaching Plan:
The preparation of a teaching plan is an essential activity in teaching, emphasizing content, practical activities, and evaluations. However, there does not seem to be an apparent concern with the interoceptive profile of the participants in the continuing education, with the didactic technique and the pedagogical resources being used regardless of who will receive the training [19-22].
Important information about the profiles of the participants is not known in advance by the instructor. The introduction of the participants in the opening class provides some perception about their interests, but the didactic strategies and pedagogical resources used are ultimately a gamble by the instructor to achieve the best effectiveness with the group of students [20-27].

Interoception a priori and Learning Analytics:
The cognitive mechanisms of the human mind are being intensively studied in various areas, including neuroscience and learning psychology. Recent research shows a relationship between the processes of memorization and engagement, which are influenced by certain emotions and mental flows [28-34]. Flow Theory suggests that the nature and intensity of attention stimuli can influence the activation of emotions and student engagement. Cognitive Load Theory postulates that there is a limit to the information processing capacity of the human brain; therefore, to improve learning, it is crucial to consider these limitations when designing instructional materials and methods [35-38].

Applied Method and Preliminary Results:
Using the principle of interoception, a data collection protocol was designed to activate the emotions of the respondents through a survey, allowing the creation of a map of the most activated emotions in the studied population. This helps to indicate didactic strategies and pedagogical resources suitable for increasing engagement and memorization. The preliminary results, obtained in two populations, showed that the protocol is effective in capturing emotional variations and that the results of the manifested emotions are coherent with the results obtained by the survey.

Conclusion:
This method, which expands the assumptions of Learning Analytics to collect data a priori and considers the interoceptive manifestations of the population, shows potential for application in a larger population in the context of continuing education, helping to collect indicators that can reinforce or refute preliminary conclusions.

Keywords:

Continuing Education, Teaching Plan Preparation, Interoception and Learning Analytics, Data Collection Protocol, Cognitive Load Theory.