Metacognitive Processes in Computer Science Teacher Training

Individual Learning Portfolios demonstrate the development of metacognitive skills, including self-monitoring, self-regulation, and reflection-in-action, as well as the construction of a teaching identity and teacherhood. This study aims to map metacognitive processes in solving concrete teaching problems, based on innovative pedagogical practices in the context of initial teacher training in Computing at the University of Brasília. The methodological approach is qualitative methodology with content analysis of Individual Learning Portfolios produced by 69 undergraduate students. Emerging themes related to the role of the teacher, challenges in teacher training, metacognition, collaborative learning, and the Brazilian educational context were identified. The results highlight the importance of integrating reflection-in-action, collaborative projects, and authentic learning situations into teacher training curricula. This study contributes to improving teacher training programs and public policies, promoting innovative and inclusive pedagogical practices that align with the demands of contemporary education.