IMPACTO Y REPERCUSIONES DE LA FORMACIÓN DOCENTE BASADA EN LAS TIC Y HABILIDADES METACOGNITIVAS, EN LAS PRÁCTICAS DE APRENDIZAJE Y ENSEÑANZA

Abstract

Today's highly technical society demands an education with a differential approach. For this reason, the development and strengthening of metacognitive skills that generate autonomy and the insertion of New Information and Communication Technologies (ICT) in training processes has become a particular requirement that is made to the school and the teachers. This research aims to analyze the impact and impact on teaching and teaching practices of teacher training, based on ICT, for the strengthening of metacognitive skills. From this perspective, the focus of this research is qualitative and within it, the phenomenological and hermeneutical methods are assumed. The key informants were 10 teachers from an elementary school. The results found show that the impact generated on teachers, after the ICT training course, was minimal in terms of strengthening metacognitive skills and the expected change in teaching and learning practices. It could be shown that the most decisive factor in the adoption of changes regarding the use of ICT in pedagogical practices and the development of self-regulation skills is the teaching experience translated into years of pedagogical work. While teachers with fewer years of experience are open to change, teachers with more experience are reluctant to assume any aspect that involves changing their traditional teaching practices.