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

    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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