Conciencia metacognitiva en docentes de Educación Superior. Análisis de diferencias de dominio

• Gutierrez de Blume, Antonio P. ^[1] ; Montoya-Londoño, Diana Marcela ^[2] ; León-Castaño, María Daniela ^[3] ; Andrade-Arango, Yamilhet ^[3]
  1. [1] Georgia Southern University

     Georgia Southern University

     Estados Unidos

     
  2. [2] Universidad de Caldas

     Universidad de Caldas

     Colombia

     
  3. [3] Universidad de Manizales

     Universidad de Manizales

     Colombia

     

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• Localización: Revista colombiana de educación, ISSN 0120-3916, ISSN-e 2323-0134, Nº. 94, 2025 (Ejemplar dedicado a: ene-mar; e17560)
• Idioma: español
• DOI: 10.17227/rce.num94-20043
• Títulos paralelos:
  • Consciência metacognitiva em docentes do Ensino Superior: análise das diferenças de domínio
  • Metacognitive Awareness in Higher Education Teachers: An Analysis of Dominant Differences
• Enlaces
  • Texto completo
• Resumen
  • español

    La conciencia metacognitiva entre los estudiantes ha sido ampliamente investigada anteriormente. Sin embargo, la metacognición entre los docentes universitarios no se ha examinado tan exhaustivamente. En consecuencia, el propósito del presente estudio fue investigar la conciencia metacognitiva autoinformada, utilizando el Inventario de Conciencia Metacognitiva para Docentes (ICMD) entre una muestra de docentes universitarios colombianos (N =188) de diversas disciplinas y especializaciones. Las estadísticas descriptivas revelaron que los docentes universitarios tendieron a sobrestimar la conciencia metacognitiva en sus seis dimensiones (conocimiento metacognitivo: declarativo, procedimental y condicional; regulación metacognitiva: planificación, monitoreo y evaluación). Además, una comparación entre disciplinas reveló que los docentes de ciencias sociales y humanas informaron significativamente menos conocimiento declarativo, monitoreo y evaluación en comparación con otras disciplinas. Curiosamente, años de experiencia en la enseñanza predijeron negativamente el conocimiento condicional, la planificación, el monitoreo y la evaluación, de modo que se evidenció que una mayor experiencia condujo a una menor conciencia metacognitiva en estas dimensiones. Se discuten las implicaciones de estos hallazgos para la investigación y la práctica.

  • English

    Metacognitive awareness among students has been widely researched in the past.However, metacognition among academic scholars has not been as thoroughly examined. Consequently, the purpose of this study was to investigate self-reported metacognitive awareness using the Metacognitive Awareness Inventory for Teachers (MAIT)among a sample of Colombian university faculty members (N = 188) from various disciplines and specializations. Descriptive statistics revealed that university faculty tended to overestimate their metacognitive awareness across its six dimensions (metacognitive knowledge: declarative, procedural, and conditional; metacognitive regulation: planning, monitoring, and evaluation). Additionally, a comparison between disciplines showed that faculty in social sciences and humanities reported significantly less declarative knowledge, monitoring, and evaluation compared to other disciplines. Interestingly, years of teaching experience negatively predicted conditional knowledge, planning, monitoring, and evaluation, indicating that more experience led to lower metacognitive awareness in these dimensions. The implications of these findings for research and practice are discussed.

  • português

    A consciência metacognitiva entre os estudantes tem sido amplamente pesquisada anteriormente. No entanto, a metacognição entre os docentes universitários não foi tão exaustivamente examinada. Consequentemente, o objetivo deste estudo foi investigar a consciência metacognitiva autoinformada, utilizando o Inventário de Consciência Metacognitiva para Docentes (ICMD), entre uma amostra de docentes universitários colombianos (N = 188) de diversas disciplinas e especializações. As estatísticas descritivas revelaram que os docentes universitários tenderam a superestimar a consciência metacognitiva em suas seis dimensões (conhecimento metacognitivo: declarativo, procedimental e condicional; regulação metacognitiva: planejamento, monitoramento e avaliação). Além disso, uma comparação entre disciplinas mostrou que os docentes de ciências sociais e humanas relataram significativamente menos conhecimento declarativo, monitoramento e avaliação em comparação com outras disciplinas. Curiosamente, os anos de experiência no ensino previram negativamente o conhecimento condicional, o planejamento, o monitoramento e a avaliação, indicando que uma maior experiência levou a uma menor consciência metacognitiva nessas dimensões. As implicações desses achados para a pesquisa e a prática são discutidas.

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