FORMATIVE VALENCES OF PEDAGOGICAL COMMUNICATION IN THE DEVELOPMENT OF METACOGNITION IN LOWER SECONDARY SCHOOL STUDENTS
FORMATIVE VALENCES OF PEDAGOGICAL COMMUNICATION IN THE DEVELOPMENT OF METACOGNITION IN LOWER SECONDARY SCHOOL STUDENTS
Author(s): Liviu SgaibăSubject(s): Social Sciences, Education, School education, Vocational Education, Educational Psychology, Sociology of Education, Pedagogy
Published by: Editura Arhipelag XXI
Keywords: pedagogical communication; metacognition; reflexivity; self-regulation; secondary school student; formative dialogue
Summary/Abstract: The article explores the interdependence between the pedagogical communicative act and the genesis of metacognitive structures in lower secondary school students. The focus is on transforming communication from a simple vector of information transmission into a tool for mediating reflexivity. It analyzes how the discursive interaction between teacher and student facilitates awareness of one's own cognitive processes, providing the student with the necessary "tools" for self-regulating learning. From a formative perspective, pedagogical communication not only informs but also structures thinking about thinking, turning the student into a strategic actor of their own training. Metacognitive competence, developed through heuristic dialogue and reflexive feedback, thus becomes a central pillar of learning autonomy in the gymnasial cycle.
Journal: Journal of Romanian Literary Studies
- Issue Year: 2026
- Issue No: 44
- Page Range: 1015-1022
- Page Count: 8
- Language: Romanian
