Development of metacognitive behavior of future teacher students through electronic learning diaries as means of self reflection

The paper explores the practical educational implications of the school intentions for insuring the metacognitive facilitation of students learning, and for facilitating their metacognitive development. Self-reflection was considered here as a mediator of selfregulated learning and consequently, of effective learning. The experimental approach we articulated and implemented integrated the project based learning and metacognitive reflection as the main methodological poles of the metacognitive training programme initiated. We started form the hypothesis that creating moments of systematic on-line reflection on the cognitive actions initiated for task solving may activate and support effective use of metacognition and metacognitive regulation. One of the bases of our experimental design was that exposing students at cognitive complex and ill structured learning tasks implies active metacognitive control and regulation