Lived experiences of metacognitive awareness emerging among teachersin training
No. 1 (2026-03-13)Author(s)
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Dalia P. Madera-DovalUniversidad Metropolitana de Educación, Ciencia y Tecnología, UMECIT, (Panamá)ORCID iD: https://orcid.org/0000-0003-3451-9110
Abstract
This study examines the transformative experiences of pre-service teachers as they develop metacognitive awareness during their pedagogical practices. Grounded in Husserlian transcendental phenomenology and analyzed using Colaizzi’s method, the research explores how these future educators become aware of their own cognitive and reflective processes in authentic classroom settings. Data were collected through in-depth interviews and reflective journals from 12 participants at a Colombian university. The analysis reveals a progression characterized by an initial disruption in routine teaching practices, followed by the emergence of metacognitive awareness, sustained reflection, and the subsequent adaptive management of classroom challenges. These findings indicate that specific moments of self-reflection contribute to the development of a resilient and reflective teaching identity, which, in turn, supports the continuous refinement of pedagogical strategies. The study reveals the necessity for teacher education programs to incorporate structured reflective practices, thereby better preparing pre-service teachers to address the complexities of modern, technology-rich educational environments.
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