The construction of metacognitive learning strategies in the initial training of the teacher

Abstract

The metacognitive strategies allow the reflection around the learning, the actions that the student can take to
actively take control of the knowledge. Teacher training is a requirement for guidance, due to the impact on the quality of
such training and the acquisition of methods and knowledge that will prepare him to exercise his professional work. Therefore,
in this paper we try to deepen in some questions referred to this topic. To do this, the theoretical and empirical methods were
used, which made it possible to know to what extent these strategies are used and promoted from the classes.