Title

The Relationships And Impact Of Teachers' Metacognitive Knowledge And Pedagogical Understandings Of Metacognition

Keywords

Instruction; Learning; Metacognition; Metacognitive thinking; Pedagogical understanding; Teachers

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. © 2010 Springer Science + Business Media, LLC.

Publication Date

12-1-2010

Publication Title

Metacognition and Learning

Volume

5

Issue

3

Number of Pages

269-288

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1007/s11409-010-9062-4

Socpus ID

78649691572 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/78649691572

This document is currently not available here.

Share

COinS