Competencias metacognitivas del docente en la enseñanza del español

Betsy Dagmara Urriola-Adams

doi:10.56880/experior41.2

Autores/as

Betsy Dagmara Urriola-Adams Universidad del Istmo Autor/a https://orcid.org/0009-0006-0489-1674

DOI:

https://doi.org/10.56880/experior41.2

Palabras clave:

competencias del docente, demostración pedagógica, español-proceso de aprendizaje, gestión de la educación, método de enseñanza

Resumen

El propósito de este estudio describe las competencias metacognitivas que los docentes aplican en la enseñanza del español en contextos universitarios. Se utilizó un diseño documental cualitativo, descriptivo y transversal, basado en el análisis de artículos, revisiones sistemáticas y trabajos empíricos, mediante una codificación temática que seleccionó fuentes académicas relevantes publicadas entre los años 2012 y 2022, analizadas siguiendo los criterios cualitativos establecidos por Grossehme, y Taylor & Bogdan, para interpretar información en contextos específicos. El resultado principal demostró que la implementación de las competencias metacognitivas en los procesos educativos tiene un impacto positivo en la comprensión y el rendimiento académico a largo plazo. La principal conclusión demostró que la integración de las competencias metacognitivas mejora la comprensión y el rendimiento de los estudiantes a largo plazo y su capacidad de aprendizaje autónomo, recomendándose la implementación de programas de formación docente que incluyan módulos dedicados al conocimiento y aplicación de las estrategias metacognitivas, enfocándose en fortalecer el conocimiento general y el metaconocimiento estratégico, particularmente en relación con el aprendizaje de orden superior.

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