Habilidades metacognitivas en la formación inicial docente: revisión narrativa 2020–2026
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https://doi.org/10.47606/ACVEN/PH0519Palabras clave:
metacognición, habilidades metacognitivas, formación docente, pregrado, autorregulación del aprendizajeResumen
La revisión narrativa examinó la producción científica sobre habilidades metacognitivas en estudiantes de pregrado de formación inicial docente publicada entre 2020 y 2026. A partir de búsquedas en bases de datos reconocidas se seleccionaron 55 artículos con revisión por pares y DOI verificable, complementados con ocho obras fundacionales como sustento teórico. El análisis temático se organizó en cuatro categorías: fundamentos teóricos y modelos clásicos; instrumentos de medición y validación; metacognición, autorregulación y entornos digitales; e intervenciones pedagógicas. El formato narrativo dio respuesta a la heterogeneidad metodológica del conjunto, que combina diseños correlacionales, cuasiexperimentales, cualitativos y de métodos mixtos. La conciencia metacognitiva predice el rendimiento académico con correlaciones de 0.45 a 0.65. La producción cuantitativa proviene de Asia y Europa, aportando América Latina menos del 9 % del corpus, casi todo descriptivo y sin seguimientos longitudinales. El campo arrastra tres limitaciones principales donde se aprecian instrumentos sin validación intercultural, escasa atención a la dimensión afectiva y una ausencia de estudios longitudinales que acompañen a los futuros docentes a lo largo de toda su formación.
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Derechos de autor 2026 Eduardo Abrahan Gonzales Velásquez, Arabella Bridget Mena Alarcón, Violeta Eva Sancho Mamani, Walter Willy Ramos Pacco, Rocio del Pilar Vásquez Aguedo
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
