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Development of pedagogical competence and cognitive independence in trainee teachers in teacher training colleges

Author

Listed:
  • Mariluz de la Caridad Fuentes Morales

    (Dirección General de Educación Ciego de Ávila, Cuba)

  • Maritza Pérez Martínez

    (Dirección General de Educación Ciego de Ávila, Cuba)

  • Marlenys Calderón Rico

    (Universidad de Ciego de Ávila Máximo Gómez Báez, Cuba)

Abstract

This article addresses cognitive independence (CI) as the foundation of lifelong learning and argues that its development should be considered a key pedagogical competency in initial teacher training. However, a gap exists in the preparation of teachers in teacher training colleges to foster this competency in future teachers. The objective of this study is to develop a training strategy aimed at preparing these teachers to promote CI. The research employs a mixed-methods approach (qualitative and quantitative) and includes a diagnostic phase applied to 45 teachers and 120 students from the “Rafael Simón Morales y González” teacher training college. Methods such as document analysis, surveys, and observation are used, also considering the author's professional role as a methodologist in charge of teacher preparation. Based on the diagnostic results, the strategy is designed, implemented, and evaluated through a formative experiment. The diagnostic revealed insufficient teacher preparation to promote CI. Following implementation, a significant improvement (p

Suggested Citation

Handle: RePEc:cvp:pedagi:v:5:y:2026:i:1:id:177
DOI: 10.69821/constellations.v5i1.177
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