“We found a treasure”: Metacognition, an essential factor in the training of CTSA teachers: the success case of the university teaching course - CGDU - at the University of Seville
DOI:
https://doi.org/10.22600/1518-8795.ienci/2025v30n1p287Keywords:
metacognition, action-reflection, action-researchAbstract
The article investigates the presence of metacognitive characteristics in the design of a continuing education program for university professors, based on the action-reflection methodology. The Teacher Training and Innovation Program (FIDOP), developed at the University of Seville, Spain, is the central object of this research, guided by the following question: What evidence of metacognition use is present in the narratives of the FIDOP program's creator, and which characteristics can be identified as key elements of teacher training supported by the action-reflection approach? To answer this question, we adopt a conception of metacognition as a reflective process and explore its connections with action-research studies. Methodologically, we conducted a case study based on the analysis of a semi-structured interview with the coordinator and creator of FIDOP. The results were organized into three categories: professional training and practice, the conception of the FIDOP program, and the activities developed. The analysis revealed that, although metacognition is not explicitly mentioned in the program, it manifests implicitly in the structure and practices of FIDOP. In conclusion, we emphasize the importance of intentionally and explicitly integrating metacognition into teacher education, thereby enhancing its transformative potential. We suggest that the identified metacognitive characteristics be incorporated and explored in other educational contexts, including in Brazil, to improve teaching practices in higher education.References
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