Metacognition & learning process: Using think-aloud protocol (TAP) to understand students and their teacher’s reflection processes during a problem-solving situation

Introduction . Today, the act of teaching has become increasingly intricate. Multiple fields science now aid in comprehending this complexity, enabling instructors to support learners through-out their educational journey. Aim The main aim study is determine cognitive and metacognitive thinking process students teachers during a problem-solving situation. Research methodology methods authors used think-aloud protocol (TAP) which (12 participants at same level) were asked verbalise thoughts learning activity (math exercise written production). Similarly, pedagogical intervention, nine with varying levels professional experience required articulate practices as educators. It should be noted that our approach purely qualitative following Ericsson Simon’s approach, from data collection step coding system processing these data. Results scientific novelty results showed half solved well what was situation, contrary other who found particular difficulties each type situation proposed (in math For teachers, verbalisations tend towards three aspects degree dominance for teacher. consider hat research first new evaluation teaching-learning includes both teacher simultaneously. Practical significance. obtained can by practitioners better understand how think on one hand develop other.