Development of the teaching pedagogical competence through metacognition

Authors

  • Lorena Pérez-Penup Universidad Don Bosco, El Salvador
  • Paula Bustamante Business Foundation for Educational Development, El Salvador

DOI:

https://doi.org/10.5377/dialogos.v23i1.14752

Keywords:

Cognitive processes, Educational strategies, professional training, teacher qualifications, teaching skills, thinking

Abstract

This study explored the incidence of metacognition to verify improvements in the pedagogical competence of the class planning process of a fourth-grade Salvadoran teacher in a public school. Under a qualitative approach, a case study was designed to collect data from a pretest and a post test on the concept of metacognition and its implications and 10 observations in situ, accompanied by reflection sessions and the corresponding records of the teaching strategies used to deliver the class. The results demonstrated positive changes in the thinking, discourse, and actions of the teacher aimed at improving their instructive mediation. These results reveal that it is possible to achieve teacher professional development with minimal resources through the practice of metacognition autonomously.

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Abstract
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PDF (Español (España)) 144

Author Biographies

Lorena Pérez-Penup, Universidad Don Bosco, El Salvador

Profesora Investigadora, Master en Enseñanza de Inglés a hablantes de otros Idiomas

Paula Bustamante, Business Foundation for Educational Development, El Salvador

Asistente Técnica Pedagógica, Maestra en Gestión del Currículum Didáctica y Evaluación por Competencias

Cover Dialogos

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Published

2021-12-31

How to Cite

Pérez-Penup, L., & Bustamante, P. (2021). Development of the teaching pedagogical competence through metacognition. Diá-logos, 23(1), 13–33. https://doi.org/10.5377/dialogos.v23i1.14752

Issue

No. 23 (2021)

Section

Artículos

License

The articles published in this number may be freely reproduced as it is done for academic purposes, provided the source is acknowledged. Reproduction in magazines or other media, or when done for commercial purposes, whether whole or in part and by any mechanical or electronic means, must be requested in writing, and also authorized in writing by the Editorial Universidad Don Bosco or the author.