The teaching metacognitive functioning in the adaptation of pedagogical strategies from the face-to-face model to the remote one

Abstract

Due to the COVID19 pandemic, remote teaching demanded great pedagogical design skills from educators, that is, the ability to adapt existing pedagogical strategies to new teaching-learning contexts. The process of adapting an Argumentation in Education discipline, from face-to-face to remote format, involved the exercise of this design ability by a teacher and her monitors. The challenge faced in this transposition was to maintain, in the remote format, the argumentative potential of face-to-face strategies, which seems to require continuous metacognitive functioning. Dialogues of this group were analyzed and the presence of movements to monitor maintaining, elaborating and reconstructing thinking was constant. It is possible, therefore, to admit that the need to adapt pedagogical strategies, from the face-to-face to the remote format, required by a time of health crisis, provided a self-reflexive environment conducive to both the metacognitive development and the capacity for argumentative pedagogical design of the educators.