Promoción de habilidades metacognitivas en la práctica docente del Bachillerato General Unificado en establecimientos públicos de Cuenca

Abstract

Metacognition is a higher order process that allows knowing one's own cognition and the regulation of this cognition. Studies evaluating the promotion of metacognition based on the types of high school offered by the Ecuadorian curriculum are unknown. This study has the purpose of evaluating the promotion of metacognitive skills in the teaching practice of the Unified General Baccalaureate (BGU) in public establishments in Cuenca. For this, a study carried out in 131 teachers, 92 from the Baccalaureate in Sciences (BCC) and 39 from the Technical Baccalaureate (BTE) was applied using the instrument called the Teaching Intervention Scale Oriented to the Promotion of Metacognition in the Classroom (EIDOPMA). According to the results, the dimension of knowledge of cognition has a high level that is located above the dimension of regulation. When comparing the promotion of metacognitive skills, it was found that the promotion of knowledge of cognition is similar in teachers of the two types of high school, however, the promotion of regulation is higher in teachers of the BCC than in teachers of the BTE. It is concluded that the promotion of the regulation of cognition is more akin to the BCC curriculum than to that of the BTE, particularly in planning and monitoring strategies, due to the variation in the didactic strategies of microcurricular planning.