The moment of closing the class

Evaluative and metacognitive practices in teacher training

Abstract

This study examines the closing of class as a key opportunity for consolidating learning. The objective was to identify the evaluative and metacognitive strategies implemented by faculty to demonstrate learning in the context of initial teacher training. Using a qualitative descriptive-interpretative approach, the perceptions of 20 university professors from humanities and sciences pedagogy programs at two Chilean universities were explored. The data collection instrument was an online questionnaire with open-ended questions, which made it possible to investigate the strategies used by faculty to verify learning achievement at the end of the class. Based on the responses, a content analysis was conducted, which allowed us to identify three main categories linked to the pedagogical value of closing class: oral production as evidence of learning, the application of formative assessment strategies, and the activation of metacognitive processes. These categories are expressed through various classroom practices, such as direct questions, summaries, brief exercises, explanations, paraphrasing of information, and reflections, which teachers value for their contribution to students' professional development. The findings show that closing the class, beyond being a time for conclusion, has great potential for teaching planning and constitutes a pedagogical opportunity to deepen learning. The conclusion is that this moment constitutes an educational praxis of high ethical and epistemological value, which must be projected as a key training resource in teacher training.