The metacognition in the construction of professional teaching knowledge during initial teacher training: the “snail house” model
DOI:
https://doi.org/10.22481/rbba.v13i01.14541Keywords:
Education, Knowledge, Teacher Training, Cognition, ModelAbstract
The construction and development of Professional Teaching Knowledge requires autonomous learning strategies based on the permanent and dizzying changes in today's society. Based on this, it is necessary for teachers to recognize and apply reflection and metacognition as transversal competencies that come into play in the continuous training process, in order to perfect, update, and develop their professional teaching knowledge. In the present work we present an analogical model for the development of Teaching Professional Knowledge, the “snail house”, which proposes metacognitive skills as the central engine of this process.
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