Metacognition and Teacher Education: A Literature Review
Autor(a) principal: | |
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Data de Publicação: | 2023 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Tear: Revista de Educação Ciência e Tecnologia |
Texto Completo: | https://periodicos.ifrs.edu.br/index.php/tear/article/view/6413 |
Resumo: | This article presents and analyzes the main findings of research on metacognition published nationwide to discuss the relevance and contributions of this construct to teacher education. To this end, we conducted a literature review based on secondary studies supported by the software StArt. Eleven works selected from three databases met the established criteria: SciELO, Periódicos Capes portal, and Google Scholar. In the first analytical movement, the selected studies were organized and discussed according to four categories raised from reading and analysis of the works: metacognition in broad contexts, learning strategies and their impacts, metacognition in science and mathematics teaching, and metacognition in the teaching and learning of specific subjects. The studies indicate that metacognition potentiates learning mainly by improving cognitive and motivational activity. It also reveals that efficient learners in academic tasks have well-developed metacognitive skills and that teaching strategies can encourage learning strategies. In the second analytical movement, fundamental points raised in the first movement were taken up and deepened. The discussed results were compared with the findings of other studies that sought similar objectives to answer three questions: (1) Wouldn’t the metacognitive capacity be natural in human beings, no intervention needed? (2) Is it possible to improve and strengthen metacognition through interventions? (3) How is teacher education characterized from the perspective of metacognition? Finally, from the perspective of metacognition, we argue that teacher education has two fundamental characteristics, summarized in the expressions: “teach to learn to learn” and “learn to learn to learn to teach”. Keywords: Metacognition. Learning Strategies. Teacher Education. Literature Review. |
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Metacognition and Teacher Education: A Literature ReviewMetacognição e formação de professores: uma revisão de literaturaThis article presents and analyzes the main findings of research on metacognition published nationwide to discuss the relevance and contributions of this construct to teacher education. To this end, we conducted a literature review based on secondary studies supported by the software StArt. Eleven works selected from three databases met the established criteria: SciELO, Periódicos Capes portal, and Google Scholar. In the first analytical movement, the selected studies were organized and discussed according to four categories raised from reading and analysis of the works: metacognition in broad contexts, learning strategies and their impacts, metacognition in science and mathematics teaching, and metacognition in the teaching and learning of specific subjects. The studies indicate that metacognition potentiates learning mainly by improving cognitive and motivational activity. It also reveals that efficient learners in academic tasks have well-developed metacognitive skills and that teaching strategies can encourage learning strategies. In the second analytical movement, fundamental points raised in the first movement were taken up and deepened. The discussed results were compared with the findings of other studies that sought similar objectives to answer three questions: (1) Wouldn’t the metacognitive capacity be natural in human beings, no intervention needed? (2) Is it possible to improve and strengthen metacognition through interventions? (3) How is teacher education characterized from the perspective of metacognition? Finally, from the perspective of metacognition, we argue that teacher education has two fundamental characteristics, summarized in the expressions: “teach to learn to learn” and “learn to learn to learn to teach”. Keywords: Metacognition. Learning Strategies. Teacher Education. Literature Review.Este artigo apresenta e analisa os principais achados de estudos que versam sobre a metacognição, publicados em âmbito nacional, com o intuito de discutir a relevância e as contribuições desse construto para a formação docente. Para tanto, realizamos uma revisão de literatura, baseada em estudos secundários, com auxílio do software StArt. Onze trabalhos atenderam aos critérios estabelecidos, selecionados de três bases de dados: SciELO, Periódicos Capes e Google Acadêmico. Em um primeiro movimento analítico, os estudos selecionados foram organizados e discutidos segundo quatro categorias, que emergiram da leitura e análise desses trabalhos: metacognição em contextos amplos, estratégias de aprendizagem e seus impactos, metacognição no Ensino de Ciências e Matemática e metacognição no processo de ensino e aprendizagem de disciplinas específicas. Os estudos indicam que a metacognição conduz a uma potencialização da aprendizagem, principalmente mediante a melhoria da atividade cognitiva e motivacional; que os aprendizes eficientes na execução de tarefas acadêmicas possuem, também, competências metacognitivas bem desenvolvidas e que estratégias de ensino podem fomentar o uso de estratégias de aprendizagem. No segundo movimento analítico, pontos fundamentais, suscitados no primeiro movimento, foram retomados e aprofundados; os resultados discutidos foram comparados com os achados de outros estudos que buscavam objetivos semelhantes, a fim de responder a três questões: (1) A capacidade metacognitiva não seria algo natural no ser humano, sendo dispensável qualquer intervenção? (2) É possível melhorar e fortalecer a metacognição por meio de intervenções? (3) Como se caracteriza a formação de professores na perspectiva da metacognição? Por fim, argumentamos que a formação de professores na perspectiva da metacognição possui duas características fundamentais, que foram sintetizadas nas expressões “ensinar para aprender a aprender” e “aprender a aprender para aprender a ensinar”. Palavras-chave: Metacognição. Estratégias de Aprendizagem. Formação de Professores. Revisão de Literatura.Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul2023-07-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ifrs.edu.br/index.php/tear/article/view/641310.35819/tear.v12.n1.a6413#Tear: Journal of Education, Science and Technology; Vol. 12 No. 1 (2023): EDUCATION AND AGING#Tear Revista de Educación, Ciencia y Tecnología; Vol. 12 Núm. 1 (2023): EDUCACIÓN Y ENVEJECIMIENTO#Tear: Revista de Educação, Ciência e Tecnologia; v. 12 n. 1 (2023): EDUCAÇÃO E ENVELHECIMENTO2238-807910.35819/tear.v12.n1reponame:Tear: Revista de Educação Ciência e Tecnologiainstname:Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)instacron:IFRSporhttps://periodicos.ifrs.edu.br/index.php/tear/article/view/6413/3333Copyright (c) 2023 #Tear: Revista de Educação, Ciência e Tecnologiainfo:eu-repo/semantics/openAccessSantos de Souza, Jerson Sandrodo Nascimento Mascarenhas, Suely Aparecida2023-07-18T16:56:19Zoai:ojs2.periodicos.ifrs.edu.br:article/6413Revistahttps://periodicos.ifrs.edu.br/index.php/tearPUBhttps://periodicos.ifrs.edu.br/index.php/tear/oai||tear@canoas.ifrs.edu.br2238-80792238-8079opendoar:2023-07-18T16:56:19Tear: Revista de Educação Ciência e Tecnologia - Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)false |
dc.title.none.fl_str_mv |
Metacognition and Teacher Education: A Literature Review Metacognição e formação de professores: uma revisão de literatura |
title |
Metacognition and Teacher Education: A Literature Review |
spellingShingle |
Metacognition and Teacher Education: A Literature Review Santos de Souza, Jerson Sandro |
title_short |
Metacognition and Teacher Education: A Literature Review |
title_full |
Metacognition and Teacher Education: A Literature Review |
title_fullStr |
Metacognition and Teacher Education: A Literature Review |
title_full_unstemmed |
Metacognition and Teacher Education: A Literature Review |
title_sort |
Metacognition and Teacher Education: A Literature Review |
author |
Santos de Souza, Jerson Sandro |
author_facet |
Santos de Souza, Jerson Sandro do Nascimento Mascarenhas, Suely Aparecida |
author_role |
author |
author2 |
do Nascimento Mascarenhas, Suely Aparecida |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Santos de Souza, Jerson Sandro do Nascimento Mascarenhas, Suely Aparecida |
description |
This article presents and analyzes the main findings of research on metacognition published nationwide to discuss the relevance and contributions of this construct to teacher education. To this end, we conducted a literature review based on secondary studies supported by the software StArt. Eleven works selected from three databases met the established criteria: SciELO, Periódicos Capes portal, and Google Scholar. In the first analytical movement, the selected studies were organized and discussed according to four categories raised from reading and analysis of the works: metacognition in broad contexts, learning strategies and their impacts, metacognition in science and mathematics teaching, and metacognition in the teaching and learning of specific subjects. The studies indicate that metacognition potentiates learning mainly by improving cognitive and motivational activity. It also reveals that efficient learners in academic tasks have well-developed metacognitive skills and that teaching strategies can encourage learning strategies. In the second analytical movement, fundamental points raised in the first movement were taken up and deepened. The discussed results were compared with the findings of other studies that sought similar objectives to answer three questions: (1) Wouldn’t the metacognitive capacity be natural in human beings, no intervention needed? (2) Is it possible to improve and strengthen metacognition through interventions? (3) How is teacher education characterized from the perspective of metacognition? Finally, from the perspective of metacognition, we argue that teacher education has two fundamental characteristics, summarized in the expressions: “teach to learn to learn” and “learn to learn to learn to teach”. Keywords: Metacognition. Learning Strategies. Teacher Education. Literature Review. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-07-06 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ifrs.edu.br/index.php/tear/article/view/6413 10.35819/tear.v12.n1.a6413 |
url |
https://periodicos.ifrs.edu.br/index.php/tear/article/view/6413 |
identifier_str_mv |
10.35819/tear.v12.n1.a6413 |
dc.language.iso.fl_str_mv |
por |
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https://periodicos.ifrs.edu.br/index.php/tear/article/view/6413/3333 |
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Copyright (c) 2023 #Tear: Revista de Educação, Ciência e Tecnologia info:eu-repo/semantics/openAccess |
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Copyright (c) 2023 #Tear: Revista de Educação, Ciência e Tecnologia |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul |
publisher.none.fl_str_mv |
Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul |
dc.source.none.fl_str_mv |
#Tear: Journal of Education, Science and Technology; Vol. 12 No. 1 (2023): EDUCATION AND AGING #Tear Revista de Educación, Ciencia y Tecnología; Vol. 12 Núm. 1 (2023): EDUCACIÓN Y ENVEJECIMIENTO #Tear: Revista de Educação, Ciência e Tecnologia; v. 12 n. 1 (2023): EDUCAÇÃO E ENVELHECIMENTO 2238-8079 10.35819/tear.v12.n1 reponame:Tear: Revista de Educação Ciência e Tecnologia instname:Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) instacron:IFRS |
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Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) |
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Tear: Revista de Educação Ciência e Tecnologia |
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Tear: Revista de Educação Ciência e Tecnologia - Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) |
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