Resumen

GUTIERREZ DE BLUME, Antonio; MONTOYA-LONDONO, Diana Marcela  y  OSORIO-CARDENAS, Andrea Milena. Metacognitive Skills and Their Relationship with Gender, Educational' Level, and Professional Performance Variables of a Sample of Colombian Teachers. Rev. colomb. educ. [online]. 2022, n.84, e200.  Epub 26-Oct-2022. ISSN 0120-3916.  https://doi.org/10.17227/rce.num84-11298.

The purpose of the present research article was to examine differences in metacognitive knowledge (declarative, procedural, and conditional) and regulation (planning, monitoring, and evaluation) in a sample of Colombian teachers (N= 771) based on gender and type of professional practice. A factorial multivariate analysis of variance (MANOVA) was conducted to examine the effect of gender (male, female) and type of professional practice (university student studying elementary and middle education, in-service teacher in the levels of elementary and middle-level education, and university professor) on various metacognitive skills (declarative knowledge, procedural knowledge, conditional knowledge, planning, monitoring, and evaluation). Results indicated that there were significant differences between teachers according to professional practice and gender. Females reported significantly higher regulatory skills (monitoring and evaluation) compared to males. Regarding professional practice, the significant differences were evident for conditional knowledge, planning, and monitoring. Implications for theory, research, and practice are discussed considering our findings.

Palabras clave : metacognition; knowledge level; awareness; teaching knowledge base; learning; teacher evaluation.

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