University Teaching: Didactic Expertise Reflected by Metacognitive Abilities and Emotional Control

The present study assesses the impact of cognitive, behavioral and emotional factors on university teaching performance. The qualitative and quantitative analyses have been made by selecting expert and veteran university professors and considering a variety of methods and instruments. The results revealed: the teaching expertise is clearly dependent upon the type and level of metacognitive abilities and reflexive practice (frequency and content) (t = 3,14, p< .01), personality profile (t=1,98-3.08, p< .05-.01), frequency of using efficient teaching strategies (t=2,45- 2,78, p< .03-.01), and emotional control (t= 2,25, p<.05), The outcomes are very useful in designing faculty professional development programs.