Title

The relationships and impact of teachers' metacognitive knowledge and pedagogical understandings of metacognition

Authors

Authors

N. S. Wilson;H. Y. Bai

Comments

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Abbreviated Journal Title

Metacogn. Learn.

Keywords

Metacognition; Metacognitive thinking; Teachers; Instruction; Learning; Pedagogical understanding; HIGHER-ORDER THINKING; CLASSROOM; INSTRUCTION; COMPREHENSION; AWARENESS; Education & Educational Research; Psychology, Educational

Abstract

We know that metacognitive students are successful in school (Sternberg Instructional Science 26: 127-140, 1998). However, despite the recognition of the role of metacognition in student success, limited research has been done to explore teachers' explicit awareness of their metacognition and their ability to think about, talk about, and write about their thinking (Zohar Teaching and Teacher Education 15: 413-429, 1999). Therefore, the current study investigates teachers' understanding of metacognition and their pedagogical understanding of metacognition, and the nature of what it means to teach students to be metacognitive. One hundred-five graduate students in education participated in this study. The data analysis results, using mixed research method, suggest that the participant's metacognitive knowledge had a significant impact on his/her pedagogical understanding of metacognition. The results revealed that teachers who have a rich understanding of metacognition report that teaching students to be metacognitive requires a complex understanding of both the concept of metacognition and metacognitive thinking strategies.

Journal Title

Metacognition and Learning

Volume

5

Issue/Number

3

Publication Date

1-1-2010

Document Type

Article

Language

English

First Page

269

Last Page

288

WOS Identifier

WOS:000287459300003

ISSN

1556-1623

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