ResumenSe presenta parte de una investigación realizada en torno a la metacognición, en específico de las características del pensamiento crítico evidenciadas en un texto presentado como reflexión, al término de un curso-taller de formación docente. Se plantea como pregunta de investigación ¿Qué características del pensamiento crítico propuestos por Marzano y Pickering (2005) se identifican en la redacción de una reflexión escrita sobre el aprendizaje logrado en un taller del PROFACAD y su aplicación en la práctica docente de los participantes? El diseño de la investigación fue descriptivo con enfoque mixto. El método fue Análisis de contenido. Se presentan los concentrados de frecuencia de las características del pensamiento crítico. Como resultados se obtuvo que la característica de mayor frecuencia fue: la de Ser preciso y buscar precisión y la de menor fue: Responde de una manera apropiada a los sentimientos y al nivel de conocimientos de los demás. Se plantean como limitantes el tamaño de la muestra y el nivel diferente de habilidades de redacción de los docentes participantes. Queda evidencia de la necesidad de capacitar al docente en la mejora consiente de las características del pensamiento crítico para que lo realice y pueda apoyar a sus estudiantes en su desarrollo. Palabras clave Formación de Profesores, Metacognición, Pensamiento Crítico, Sociedad del conocimiento. AbstractThe present study is part of research over metacognition, particularly focused on features of critical thinking (Marzano and Pickering, 2005) by textual reflection after teacher-training. It is intended to respond the question: What characteristics of critical thinking are identified by writing reflection about learning achieved by attending a concrete in-service workshop, and its implementation in the instructional practice of the participants? Research design is descriptive, with a mixed approach. Method is content analysis. Frequency-concentrates of critical thinking features are presented. Outputs indicate that the prevalent feature was to be accurate, then to search for precision and, to a lesser extent, reacting to feelings appropriately and to the knowledge level from others. Limitations were sample size and several writing-skills levels in the participants. It is needed to train instructors on conscious improvement of thinking skills features, so they can perform and to be able to support their students' development. Key wordsTeacher Training, Metacognition, Critical Thinking, Knowledge based society. RED. Revista de Educación a Distancia, Núm. 56, Artíc. 12 31-01-2018 DOI: http://dx.doi.org/10.6018/red/56/12 http://www.um.es/ead/red/56/pacheco_alatorre.pdf _____________________________________________________________________________________ La metacognición en la profesionalización docente: el pensamiento crítico en un entorno mixto. Adriana Margarita Pacheco-Cortés y Elba Patricia Alatorre-Rojo. Página 2 de 23 IntroducciónEn la sociedad del conocimiento las universidades tienen un papel fundamental en la calidad de los ap...

Although many teachers and students are used learning objects (LO), however, we unknown the students´ perceptions of LO used, we need to know if they identify that this materials facilitates their learning. The general objective study was analyze students´ perceptions about their learning process with the use of LO in a group of master class by surveying. This research has been base on qualitative and quantitative research methods, for the data collection instrument used was a survey to evaluate and analyze the perceptions of students, each of the rating questions used a 4-point Likert-type scale, respondents were students from a master´s group, individual student responses the survey. At this moment, the data were used for evaluation of students´ perceptions. To accomplish this, the individual ratings were summed and averaged.Further statistical analysis to examine the student´s perceptions of significant perceptions about statement of research problem was also conduced. The results of the survey explored show that students who were part of the study group perceived a significant increase in their learning with

teachers enrolled from its different campus as well as from its mid-high education system and its Virtual University System. A participant campus in such MOOC was CUCEA (Spanish acronym for «Centro Universitario de Ciencias Económico-Administrativas»), and the course duration was from June 4 th till July 16 th , 2020.On the other hand, responsiveness in UDG's Virtual University System during the spring semester 2020, as part of Covid-19's contingency, has proved immediacy, because most curriculum subjects were attended through blended educational modalities. During the semester's beginning, alumni were attending face-to-face instruction; later on, curriculum subjects were continued online. Among the site platforms, there were used: Moodle, G-Classroom, Sakai, mobile social media (WhatsApp), and a social networking site named 'MiSUV', among others.Regarding the courseware, the author [2] stated that for 'module 1' the ultimate learning models were analyzed by testing their most relevant didactic features. Thus, new models emerging in the use of technology and didactic learning techniques. Finally, a summary of which elements and features are taken into account when designing new systems for responding to current and future needs.