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

Mariluz de la Caridad Fuentes Morales, Maritza Pérez Martínez and Marlenys Calderón Rico
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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

Pedagogical Constellations, 2026, vol. 5, issue 1, 496-511

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

Keywords: Teacher training; pedagogical competence; cognitive independence; training strategy; higher education, management (search for similar items in EconPapers)
Date: 2026
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Persistent link: https://EconPapers.repec.org/RePEc:cvp:pedagi:v:5:y:2026:i:1:id:177

DOI: 10.69821/constellations.v5i1.177

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