In a changing society, with the uncertainties that the future holds
for the education of new generations, teacher training faces
considerable challenges. On the one hand, it must ensure training
so that future teachers are highly prepared to teach, but also, it
must emphasize the metacognitive thinking processes that allow
them to develop the ability to learn to learn throughout their lives.
The purpose of this document is to present the current status of a
doctoral thesis research plan, referring to the initial training of
teachers based on practice, which promotes metacognitive
processes and lifelong learning. A mixed study of concurrent
design is proposed, which allows us to jointly analyze the
quantitative and qualitative results, considering the learning and
evaluation activities that are carried out with future teachers in
schools of education. The expected results will allow proposing an
evaluation model of core practices aimed at enhancing
metacognition and lifelong learning in future teachers. The
document is organized in eight sections: context and motivation
that drives the dissertation research, state of the art, hypothesis,
research objectives, research approach, and methods, results to
date and their validity, dissertation status, and expected
contributions. Currently, the theoretical framework and
instruments of the first phase of the research process have already
been developed.