METACOGNITION AS A FUNDAMENTAL KNOWLEDGE BASE IN THE TPACK FRAMEWORK: A CRITICAL ANALYSIS

Abstract

This article aims to analyze the conceptions of pre-service teachers regarding the role of metacognition as a structuring foundation of teacher knowledge within the context of Technological Pedagogical Content Knowledge (TPACK). The research was conducted with 28 undergraduate chemistry teacher education students through a pedagogical intervention involving case-solving activities and final reflective questions. In light of the qualitative approach, data analysis was carried out using the IRaMuTeQ software, through Similarity Analysis and Descending Hierarchical Classification. The results showed that the questions functioned as metacognitive devices, promoting greater depth in reflection, articulation between theory and practice, and an integrated understanding of the TPACK bases. Categories such as reflection and depth, collective construction, and articulation with TPACK emerged, suggesting that metacognition can enhance the development of teacher knowledge. It is concluded that the systematic incorporation of metacognition into teacher education processes may foster a more intentional, critical, and contextualized pedagogical practice.