摘要：We explored the commonalities in future teachers’ metacognitive reflection and defined a set of statistically proved metacognitive reflection profiles at this type of students. The study developed within an experimental approach, allowed us to define four consistent profiles of metacognitive reflection, each illustrated by specific behaviours that reflect a type and degree of metacognitive awareness, knowledge, control and regulation of own learning. Data reflects the most important components of a task that learners refer to when metacognitively regulate their learning. Through the focuses of the profiles, they offer central points for the design of future systematic metacognitive training of students.
