Teacher Trainers' Perceptions about Metacognitive Teaching Strategies
Percepciones de docentes formadores acerca de las estrategias metacognitivas de enseñanza
Percepções de formadores de professores sobre estratégias de ensino metacognitivas
| 2026 | |
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metacognición estrategias formación docente percepción métodos de enseñanza metacognition strategies teacher training perception teaching methods metacognição estratégias formação de professores percepção métodos de ensino |
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| Español | |
| Universidad ORT Uruguay | |
| RAD | |
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https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4197
http://hdl.handle.net/20.500.11968/7838 |
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| Acceso abierto |
| Sumario: | This document, derived from a master's thesis research project, focuses on metacognitive teaching strategies. The objective was to investigate and describe the perceptions of fourth-year secondary school teacher trainers regarding metacognitive strategies in their teaching practices. This is a qualitative study, with a descriptive and exploratory scope and a phenomenological perspective. The sample consisted of 21 trainers from different Regional Teacher Centers in Uruguay. The data collection technique was semi-structured, in-depth interviews. The results indicate that the trainers' perceptions of metacognition do not always align with the conceptions and proposals of theoretical leaders. There is no evidence of a systematic and explicit application of metacognitive strategies in their teaching practices. These strategies are perceived as more closely linked to teaching practices than to learning processes and are considered difficult to implement. However, educators recognize their importance in fostering student learning. Despite this recognition, only a small number of trainers in the sample have consistently implemented metacognitive strategies in their teaching. |
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