Metacognition and teacher reflection: pedagogical experiences to strengthen critical thinking

Abstract

In the current context of teacher training and professional development, pedagogical reflection and metacognition are considered central processes for understanding how teachers analyze their practice, construct critical thinking, and shape their professional identity. The objective was to interpret teachers' experiences with metacognition and its influence on the development of self-regulated learning in students. A qualitative approach with a phenomenological design was adopted, with the participation of 15 primary school teachers from three public schools in the Coquimbo Region of Chile. Data were collected through semi-structured interviews. Data analysis was conducted using semantic networks. The results show that metacognition fosters teacher self-regulation processes and promotes sustained critical reflection on professional practice, contributing to the strengthening of teacher identity and self-regulated learning in students. Barriers associated with institutional conditions, the persistence of traditional teaching models, and the scarcity of ongoing professional development opportunities were identified, limiting its systematic implementation in the classroom. The study highlights the need to strengthen institutional support and consolidate practice-oriented teacher training processes that promote the development of critical thinking and metacognitive skills.