چکیده (انگلیسی):

Internationally, various studies have been conducted on the effects of metacognitive intervention on learning approaches. We
couldn't find research on learning and metacognitive development of students preparing to become future educators either in
Romania, or abroad. We have elaborated a formative experiment whose aim was to stimulate students’ deep approach to the
learning by the constant training of the metacognitive regulation processes. An inter-subjects experimental design was conceived.
The formative experiment had the effect of significantly increasing the number of students in the experimental group who
approach deep learning and decreasing the number of those who relate to learning superficially.