COACHING COMO MÉTODO DE APRENDIZAJE AUTORREGULADO. UN MODELO TRANSDISCIPLINAR DE MEDIACIÓN COGNITIVA NO DIRECTIVA PARA LA MODIFICABILIDAD ESTRUCTURAL DEL PENSAMIENTO
DOI:
https://doi.org/10.56219/investigacinypostgrado.v41i1.6041Palabras clave:
aprendizaje autorregulado, mediación cognitiva, modificabilidad cognitiva, metacognición, coaching no directivoResumen
Este artículo presenta el modelo coaching como método de aprendizaje autorregulado (CMAAR), una propuesta transdisciplinar que sistematiza la mediación no directiva estructurada como vía para la modificación estructural de los procesos cognitivos. Integra la teoría de Feuerstein, el modelo cognitivo de Beck, el constructivismo de Piaget y Vygotsky, y los modelos de autorregulación de Zimmerman y Bandura. La arquitectura teórica articula funciones cognitivas deficitarias (FCD) y sistema de creencias en una relación interdependiente, ejecutada en cuatro fases secuenciales (articulación, deconstrucción, reorganización, experiencia consciente) y cinco momentos funcionales. Se introduce la capacidad operativa basal (COB) como constructo original. La discusión aborda críticas sobre extrapolación de Feuerstein, tensión entre no directividad e identificación de distorsiones, y el problema de la causalidad, defendiendo la coherencia epistémica de CMAAR. Las implicaciones pedagógicas sitúan el coaching como tecnología científica orientada a la metacompetencia “aprender a aprender” y la autonomía cognitiva.
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