email@example.com, Ege University
Since 1979, numerous research examined the characteristics of metacognitive learners and impacts of metacognitive training on achievement or performance. Following such studies, it was reported that metacognitive learners know when, how, and why to use knowledge about themselves as learners, task characteristics, and resources for successful task completion. They can also utilize metacognitive strategies to control their cognitions. They can plan, monitor and regulate, and evaluate their actions. Research studies also confirmed that students’ metacognition and achievement can improve when trained. However, there is a discrepancy between classroom and research realities. Although limited research offered pessimistic findings of classroom metacognition instruction, the factors have not been examined adequately. This study approaches the phenomenon from an instructional perspective and focuses on teachers. Therefore, it examined a) the relation between teachers’ metacognitive awareness and teaching with metacognition and b) whether a professional development module of teaching metacognition might impact teaching with metacognition. With these purposes, two Likert scales were used; Metacognitive Awareness Inventory (MAI) and Metacognitive Awareness Inventory for Teachers (MAIT). Following correlation analysis, findings confirmed that metacognitive awareness and teaching with metacognition were correlated. Unlike their counterparts with lower scores, teachers with higher metacognitive awareness can control and regulate their teaching. However, MAIT scores did not change following a day-long module of teaching metacognition. It is, therefore, suggested teachers study metacognition explicitly and for prolonged periods both to manage to regulate teaching and help students practice metacognition in classrooms. It is a mindset that develops in time and with practice.
metacognitive awareness, teaching with metacognition, teaching for metacognition, teaching metacognitively, survey research