Evaluative model of practice-based teacher education (core practices) to enhance metacognition and lifelong learning

Abstract

In a changing society, with the uncertainties that the future holds for the education of new generations, teacher training faces considerable challenges. On the one hand, it must ensure training so that future teachers are highly prepared to teach, but also, it must emphasize the metacognitive thinking processes that allow them to develop the ability to learn to learn throughout their lives. The purpose of this document is to present the current status of a doctoral thesis research plan, referring to the initial training of teachers based on practice, which promotes metacognitive processes and lifelong learning. A mixed study of concurrent design is proposed, which allows us to jointly analyze the quantitative and qualitative results, considering the learning and evaluation activities that are carried out with future teachers in schools of education. The expected results will allow proposing an evaluation model of core practices aimed at enhancing metacognition and lifelong learning in future teachers. The document is organized in eight sections: context and motivation that drives the dissertation research, state of the art, hypothesis, research objectives, research approach, and methods, results to date and their validity, dissertation status, and expected contributions. Currently, the theoretical framework and instruments of the first phase of the research process have already been developed.