Resumen

GUTIERREZ DE BLUME, Antonio P.; MONTOYA-LONDONO, Diana Marcela; LEON-CASTANO, María Daniela  y  ANDRADE-ARANGO, Yamilhet. Metacognitive Awareness in Higher Education Teachers: An Analysis of Domain Differences. Rev. colomb. educ. [online]. 2025, n.94, a20043.  Epub 01-Ene-2025. ISSN 0120-3916.  https://doi.org/10.17227/rce.num94-20043.

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 (MAlT)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.

Palabras clave : university teaching; metacognition; cognitive abilities; self-management; educational experience.

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