Habilidades metacognitivas como eje articulador de la formación inicial docente: una revisión narrativa sobre la autorregulación del aprendizaje, la reflexión pedagógica y la práctica profesional (2020-2026)
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https://doi.org/10.47606/ACVEN/PH0580Palabras clave:
metacognición, autorregulación del aprendizaje, reflexión pedagógica, práctica profesional docente, formación inicial docenteResumen
Esta revisión narrativa examina la producción científica publicada entre 2020 y 2026 sobre el desarrollo de las habilidades metacognitivas en la formación inicial docente de pregrado. Enseñar exige además de aprender el regular el propio aprendizaje y transmitir esa regulación a los futuros estudiantes. Esta es una condición que impulsó una línea de investigación articulada en dos frentes centrales que son la autorregulación del aprendizaje y la reflexión pedagógica, a los que se agrega el fortalecimiento de la práctica profesional. El objetivo consistió en sistematizar dicha evidencia y caracterizar el estado del conocimiento del campo. Se empleó un proceso de búsqueda iterativo iniciado a partir de un artículo semilla (Vosniadou et al., 2021) y explorado mediante Connected Papers. La gestión bibliográfica se hizo en Zotero con base en seis bases indexadas (Scopus, Web of Science, Scielo, Science Direct, EBSCO y ERIC) y ecuaciones adaptadas a cinco idiomas. El corpus final reunió 44 referencias, entre ellas 10 consideradas fundacionales y 34 empíricas. Los resultados evidenciaron un eje de autorregulación consolidado alrededor de los instrumentos psicométricos validados, un segundo eje de reflexión pedagógica metodológicamente diverso y sustentado en producciones textuales del profesorado en formación, y finalmente un eje de fortalecimiento profesional que todavía tiene exploratorio y que presenta dispersión geográfica. Se concluye que el desarrollo entre los tres ejes es desigual y se identificaron vacíos vinculados a la escasez de diseños longitudinales, estando presente una heterogeneidad instrumental y siendo notoria la falta de seguimiento de la metacognición una vez el docente egresa de su programa formativo.
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Derechos de autor 2026 Eduardo Abrahan Gonzales-Velásquez , Carmen Rosa Ponce de León Castillo , Arabella Bridget Mena-Alarcón , Violeta Eva Sancho-Mamani , Doroty Flores-Huerta
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