Intervention in Metacognitive Strategies for High School Teachers

Abstract This study analyzed the effects of an intervention on high school teachers’ self-reported use of metacognitive strategies, conducted in the form of a curricular overlay. The quasi-experimental study consisted of three phases: pre-test, intervention, and post-test. Fourteen teachers from a public school located in a municipality in northern Paraná participated in the study, responding to a questionnaire containing 15 open-ended questions before and after the intervention. The findings revealed a significant increase in the self-reported use of metacognitive strategies in the post-test, particularly in areas such as paying closer attention during lessons, analyzing task difficulty, and planning strategies to complete the tasks. The intervention proved effective in promoting metacognitive practices, demonstrating the feasibility of quasi-experimental designs for measuring and enhancing learning strategies. The study concludes that structured interventions can contribute to the development of metacognitive skills among teachers, thereby fostering self-regulated learning environments.