**Author details**

not always valued and promoted by teachers and school administrators [29], and therefore a

Secondly, another advantage is the reflective analysis that entails participatory dialog; as a metacognitive process, it must respect the deep search for information and not stay with the superficial or biased information that is often used in the educational space for decisionmaking. The reflection allows for knowing in depth and in extension the situations that are experienced in the institution, which is why it generates a level of information as pertinent

In the third place, the IM does not only allow you to know but also to decide what to do with the information produced in a participatory manner, which necessarily guides the action. It is in this sense a process that is oriented toward educational change at the level of improvement of collaborative learning, since it can promote the reflective analysis of the processes of interaction and positive interdependence [25]. Likewise, it focuses on institutional improvement,

The fourth point regarding the benefits of this proposal is the possibility to work it into a cycle of continuous improvement, which is a set of processes that allow the implementation of the whole process of reflection/participation in four major phrases (diagnostic, planning, implementation of plans and evaluation); in this way it can be promoted as a systemic and

The last point in favor, related with the previous paragraph, is that this methodology would permit promoting significant and contextualized learning, not only for the increase of knowledge but also so that this knowledge serves as a base for the improvement (improvement cycle), and this can generate at the level of learning communities, as educational organization, promoting a virtuous circle of actions that lead to such improvement, including dialog, reflec-

On the other hand, within the factors that limit this proposal, we find the level of participation that is allowed or promoted in educational institutions. Participation is one of the basic assumptions of the IM, so that an institution with policies or cultures that restrict or do not promote participation would not allow the development of this methodology. Also, in relation to the above, institutions that do not allow or do not promote reflection and dialog cannot benefit from this methodology, as these processes are also basic elements of the

The third type of limitation is related to political elements or to functioning of the educational system, which many times has difficulties with management of human resources, time, or materials, and this ends up impeding the reflective and participatory work in the institution [6]. Finally, it has as a limitation, the theoretical character of the proposal; since its methodology is still being developed, it does not have empirical data that validates or rejects the approaches outlined in the proposal; and this has not been allowed for detailed analysis of the practical

Despite the previously mentioned limitations, the authors propose that the institutional metacognition proposal has sufficient epistemological and theoretical foundations to present it as a

strengthening processes of organizational change based on strategic decisions.

tion, planning, participatory change and evaluation (and new cycle).

management structure is needed that values and promotes it explicitly.

and significant, which can promote better learning.

14 Open and Equal Access for Learning in School Management

sustained methodology over time [54].

proposal.

elements of the methodology.

