ESTRATEGIAS METODOLÓGICAS METACOGNITIVAS Y SU INCIDENCIA EN LA PRÁCTICA DOCENTE EN LA UNIDAD EDUCATIVA JUAN MONTALVO DEL CANTÓN AMBATO PROVINCIA TUNGURAHUA

Abstract

The present study aims to analyze the Methodological Metacognitive Strategies and their impact on the Teaching Practice in the Education Unit of the Canton Juan Montalvo Ambato Tungurahua Province. Was presented outdated curriculum content, then with the force of educational reform; It has changed the landscape of the profession, the modulated themselves demonstrate the need for its implementation, methodological strategies, the core problem is the poor implementation in the classroom, motivated by teachers with little knowledge in this area, the difficulty of learning learners continue and in some cases can be deepened It is a study of proactive critical, informed by the Constitution of Ecuador and Intercultural Law and its Regulations, the methodology has the qualitative - quantitative approach, documentary research, field, exploratory, descriptive, the study sample are 175 students and 16 teachers, whom the survey was conducted, the majority of students believe that teachers rarely used concept maps, activities of identification and recognition of information to be taught, to be made dramatizations, have no educational videos to support the teaching-learning process, teaching practice is characterized by planning traditional strategies, but rests on the pedagogical recovery is established as proposed Training Workshops on metacognitive methodological strategies for teaching practice Juan Montalvo Education Unit Canton Ambato Tungurahua Province, five for teachers and three applications which are provided to students on the contents of the sixth and seventh year of basic education.