Investigative study focused on identifying and analyzing teachers' training needs in the metacognitive field

In terms of professional development, teachers need to adopt a reflective, critical and constructive attitude, the image of a responsible person, aware of the need for continuous training and continuous updating of professional skills. Metacognition has a significant role in professional development, helping to monitor one's own progress and adjust lifelong learning strategies. This can lead to seeking professional development opportunities related to time management or setting goals and creating an action plan to improve professional skills. This article presents the results of an investigative study on the identification and analysis of teachers' training needs in the metacognitive field. The research was motivated by the increasingly recognized importance of metacognitive skills in the educational process for both students and teachers. The main instruments used were a structured questionnaire and a focus group designed to capture teachers' awareness, application and interest in metacognitive strategies. The sample was composed of teachers in pre-university and university education from diverse educational backgrounds. Data analysis was conducted through quantitative and qualitative methods, using descriptive statistics (frequencies, percentages, means) to identify general trends and content analysis for open-ended responses, in order to capture the nuances and motivations behind the options expressed. The results indicate significant gaps in initial and in-service metacognitive training, but also an increased willingness to participate in dedicated training programs. The findings highlight the need to develop coherent educational interventions tailored to the context and the real needs of teachers.