Teaching during the COVID-19 pandemic: metacognitive aspects of Early Childhood Education teachers

Using the metacognitive approach to seek to understand the processes elaborated by teachers of Early Childhood Education during school experiences in virtual teaching, the goal this article was to investigate what metacognitive elements were presents in the relationships of Early Childhood Education and the possible personal and professional transformations of the teacher from the changes in school dynamics. It used the qualitative research approach such as methodology and a Focal Group as a data collection technique with the participation of 6 teachers from the public network. Data was performed under Discursive Textual Analysis, which after treatment, organization and interpretation generated three categories, being Relationship between technology and teacher training the category choose to present. The results showed the teachers, in addition to using and evaluating their own knowledge repertoire, needed to acquire new knowledge from various metacognitive experiences and skills, including both cognitive and affective aspects like: online task-specific knowledge, judgment of learning, planning, regulation of cognitive processing and evaluation of the processing outcome; feeling of difficulty, feeling of familiarity, estimate of effort and correcting solutions.