Metacognitive development in teachers in education: systematic review
DOI:
https://doi.org/10.53673/th.v1i6.29Abstract
Education has been advancing according to the sciences such as Pedagogy and Psychology, causing the teaching function to change, it ceased to be the only provider of information and the student a passive receiver, reducing the possibility of refuting, giving an opinion on the knowledge provided. , create and apply it in your environment.
According to new theories, beneficial studies and advances in education, cognitive, metacognitive, empirical processes have been included with greater roots, new methodologies in which there is a great change in the teaching role, becoming a facilitator, counselor of the student so that he can manage his knowledge and learning.
In our country, in this time of change and new challenges, where face-to-face is not taking place, Education must continue, achieving significant learning, regardless of the means and form of connection, in which even the needs must be taken advantage of, shortages, difficulties to continue learning and in a reflexive, critical and creative way looking for new solutions, learning to cope with them; In this environment, metacognitive development should be taken advantage of, that is, teaching students to learn to learn and to be able to transfer their learning in their daily lives, as Osses and Mora (2018) put it, that it is "necessary to train more conscious and autonomous students in their learning, without forgetting the motivational aspect and the appropriate context, in the development of learning strategies” (p.196). So, two important aspects must be addressed, such as metacognition, teachers and the relationship between them.
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