2026-05-05T19:34:53Zhttps://uvadoc.uva.es/oai/request

oai:uvadoc.uva.es:10324/743252025-03-04T08:25:59Zcom_10324_1184com_10324_931com_10324_894col_10324_1400

Classroom interaction and metacognition by ‘enculturation’ of thinking in early education Gómez Barreto, Isabel María Lara Ros, Sonia Pinedo González, Ruth Producción Científica This case study explores the impact of a thinking-based teacher training and professional development programme on the quality of classroom interactions and on students’ metacognitive capacity in early childhood education and elementary first-grade classrooms. The study was conducted in a Spanish school, and the sample comprised 13 educators and 117 students aged 4 to 7 years old. The self-assessment scale of cultural forces for the promotion of thinking was used to analyze the change in the self-perception of teachers after the completion of the thinking-based training programme. The Classroom Assessment Scoring System (CLASS) was used to assess teacher–student interactions, and the drawing-telling technique was used to analyze students’ metacognitive capacity. The results reveal that the thinking-based teacher training improved their self-assessment as teachers that promote thinking, enhance the quality of classroom interactions (organisation and learning support), and develop children’s metacognitive processes. These findings indicate that a culture of thinking helps to develop key skills for twenty-first-century teachers and students. 2025-01-23T11:52:26Z 2025-01-23T11:52:26Z 2023 2066-11-30 info:eu-repo/semantics/article International Journal of Early Years Education, 2023, p. 1-20. https://uvadoc.uva.es/handle/10324/74325 10.1080/09669760.2023.2197782 eng https://www.tandfonline.com/doi/full/10.1080/09669760.2023.2197782 info:eu-repo/semantics/restrictedAccess http://creativecommons.org/licenses/by-nc-nd/4.0/ Attribution-NonCommercial-NoDerivatives 4.0 Internacional Taylor & Francis SI