Models for the comprehensive analysis of metacognition; implications in teaching career management
Models for the comprehensive analysis of metacognition; implications in teaching career management

Summary/Abstract: Studied in different learning contexts, metacognition, defined as thinking and reflecting on one’s cognitive processes, favours academic success and lifelong learning performance. Although there is a wealth of information on the development of metacognition in pupils and students, research on adults’ metacognitive awareness, how to support it, or the role it can play in their professional development are limited. The article comprehensively analyses the concept of metacognition and metacognitive models. Thus, we carried out a review of the models that highlight the structural elements of metacognition, in order to optimize the processes of monitoring understanding and those of control, of self-regulation of the teaching career management. The study aims to facilitate the process of understanding the concept of metacognition, how conceptual meanings have evolved and generated models based on structural elements, through the interaction of which professional development is facilitated. The comprehensive approach to metacognition represents the vision underlying the development of the study, which generates future principles and guidelines for the design of a professional development programme, centred on the metacognitive development of teachers.

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