Práctica docente centrada en el desarrollo de habilidades Metacognitivas

Abstract

The purpose of this study was to determine the existing level of teaching practice focused on the development of metacognitive skills in teachers of public and private educational institutions in Lima, as well as the existing differences between the associated factors, according to gender, academic grade, work situation and educational level where they work; due to the constant social changes that occur in the global context, teachers are required to manage appropriate and relevant strategies that promote the achievement of learning and autonomy of students. This study was quantitative, non-experimental, descriptive and comparative. The Teaching Intervention Scale oriented to Promote Metacognition in the Classroom (EIDOPMA) proposed by Romo et al. (2020), was the instrument, which was applied through a Google form, the sample group consisted of 384 teachers from public and private schools in Lima. The research shows that there were no significant differences in the metacognitive practice of teachers according to gender, academic grade, work situation and educational level; however, descriptively there are some differences.