Estrategias instruccionales aplicadas por los docentes, en el marco del desarrollo de los procesos metacognitivos de los estudiantes

Abstract

The instructional strategies applied by teachers were analyzed in the development of metacognitive processes for students of the National Technical Institute of Professional Technical Training (INFOTEP). Type of analytical research, with non-experimental cross-field design. Represented by 67 teachers working in the INFOTEP of the Municipality of San Juan del Cesar, Guajira - Colombia, and 830 students from II-2014. We applied the technique of the survey and participant observation instrument was performed with 30 items and 5 alternatives of closed answers, The validity by expert judgment, and reliability of the coefficient of Alpha Cronbach, reaching a value of 0.85. Concluding that there are differences in the responses between teachers and students, in relation to the instructional strategies and the perception of the metacognitive process of the students, a moderate level of correspondence was observed between both variables, the strategies applied by teachers have not allowed to consolidate in a way Full knowledge that contribute to the student's effective management of cognitive processes and therefore achieve meaningful learning. It is recommended, to design reflection days to socialize the results, in order to delineate actions that contribute to the development of metacognitive processes, in relation to the knowledge of their cognitive base that can lead to meaningful learning.