Scenario-targeted professional development interventions matched to learners' current metacognitive configuration¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends replacing generic metacognitive training with interventions designed for a learner's diagnosed scenario. For novices, "Interventions should provide rich, structured feedback (strengthen F→I) and scaffold self-monitoring development (introduce O→I) before attempting to develop bidirectional integration." For developing professionals the recommendation is diversifying entry patterns and enhancing external connectivity; for specialized developing professionals, adding bottom-up monitoring to prevent expertise rigidity.

Design Implications¶

Context¶

Requirements¶

• Diagnostic assessment to locate learners within the scenario space before selecting an intervention

Constraints¶

• The taxonomy does not specify the time scales over which transitions occur

Target Learners¶

• novice professional learners
• developing professionals
• expert/adaptive professionals

Target Learning Goals¶

• metacognitive regulation
• self-monitoring
• feedback utilization

Affordances¶

• Six Node Open Systems Metacognition Model

Related Strategies¶

• Replace labor-intensive in-person coaching with a virtual professional learning community to scale professional development

Examples¶

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Key Sources¶

• Gibson, D. C., Azukas, M. E., & Yilmaz Soylu, M. (2025). A Taxonomy of Metacognitive Learning Scenarios in Professional Contexts: Integrating Systems Theory with Empirical Constraints. https://arxiv.org/abs/2605.24142. doi:10.48550/arxiv.2605.24142