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Título
Metacognitive analysis of the practicum subject of the Master's in Secondary Teaching through a reflexive portfolio
Autor
Facultad/Centro
Área de conocimiento
Título de la revista
Heliyon
Número de la revista
11
Cita Bibliográfica
Fontao CB, López Santos M, Arias-Gago AR. (2024). Metacognitive analysis of the practicum subject of the Master’s in Secondary Teaching through a reflexive portfolio. Heliyon. 2024 Jun 15;10(11):e32633
Editorial
Science Direct
Fecha
2024
ISSN
2405-8440
Resumen
[EN] This study delves into the efficacy of the reflective portfolio in the metacognitive domain within
the context of the Master’s in Secondary Teaching. It places particular emphasis on the impact of
prior academic training in different specialties (scientific vs. humanities) on metacognitive skills
development. The research employs a mixed-methods approach, analyzing portfolios from
various academic specialties, developed in practicum subject, to ascertain differences in meta-
cognitive competencies of teaching competencies. The main findings reveal that while students
generally demonstrate a basic level of success in describing learning situations, there is a notable
deficiency in deeper analytical skills and self-improvement strategies, especially among science
students compared to their humanities counterparts. This suggests that initial training and
educational background significantly influence the development of these competencies. The study
concludes that there is a pressing need for more focused and robust training in metacognitive
skills across different educational disciplines. Furthermore, it highlights the necessity for
educational strategies that effectively address these variations, aligning teaching and learning
processes with the principles of quality and sustainable education as envisioned in Agenda 2030.
The insights gained are crucial for the development of more effective and comprehensive teacher
education programs.
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