A teacher education strategy based on metacognition and collaborative reflection: The protagonists' point of view
Abstract
The authors analyse a methodological strategy that starts from a treatment of the epistemological and didactic conceptions of pupils, that initiate the study of the subject General Didactic, to foster the acquisition of technical-practical knowledge and the development of skills, capabilities and attitudes needed for a reflective teaching. The results show that, in general, students judged positively this strategy.
Citación recomendada | Recommended citation
Marcos e Irene Gutiérrez Ruiz, A. R.
(1999)
.
A teacher education strategy based on metacognition and collaborative reflection: The protagonists' point of view.
Revista Española de Pedagogía, 57(212).
https://www.revistadepedagogia.org/rep/vol57/iss212/16
Licencia Creative Commons | Creative Commons License
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
