Teacher metacognition as knowing how to reflect on, analyze, and put thought to use — including regulating problem solving for others¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article defines metacognition for its study as "knowing how to reflect on thought, how to analyze that thought, and how to put thought and analysis to use in the future". Key to this description is that the learner not only knows about their own thought processes and others', but can also regulate and direct problem solving to effect changes in thinking, potentially for others as well. The article distinguishes metacognitive knowledge (knowing about what you know) from metacognitive processes (knowing how to regulate what you know).

Design Implications¶

Context¶

Requirements¶

• The learner must be able to effectively describe their understanding for metacognition to be detected, per the assumption the researcher operated under.

Constraints¶

• The article notes the term metacognition is inherently broad and its multiple uses can be confusing, requiring clarity when defining it in research.

Target Learners¶

• practicing classroom teachers
• PLC leaders

Target Learning Objectives¶

• reflective regulation of one's own professional thinking
• supporting other teachers' thinking and learning

Claims¶

• Plc Nurtures Teacher Metacognition [+M]

Related Theories¶

Examples¶

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Key Sources¶

• Prytula, M. P. (2012). Teacher Metacognition within the Professional Learning Community. International Education Studies. https://doi.org/10.5539/ies.v5n4p112