Competencias metacognitivas del docente en la enseñanza del español

Betsy Dagmara Urriola-Adams

doi:10.56880/experior41.2

Authors

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

DOI:

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

Keywords:

teacher competencies, pedagogical demonstration, Spanish-learning process, education management, teaching method

Abstract

The purpose of this study describes the metacognitive competences that teachers apply in teaching Spanish in university contexts. A qualitative, descriptive and transversal documentary design was used, based on the analysis of articles, systematic reviews and empirical studies, through a thematic coding that selected relevant academic sources published between 2012 and 2022, analyzed following the qualitative criteria established by Grossehme, and Taylor & Bogdan, to interpret information in specific contexts. The main result showed that the implementation of metacognitive competences in educational processes has a positive impact on long-term academic understanding and performance. The main conclusion showed that the integration of metacognitive competences improves students' long-term understanding and performance and their capacity for autonomous learning, recommending the implementation of teacher training programs that include modules dedicated to the knowledge and application of metacognitive strategies, focusing on strengthening general knowledge and strategic metaknowledge, particularly in relation to higher-order learning.

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