Pedagogical training for developing students’ metacognition: implications for educators

Abstract

Students who regularly plan, monitor, and evaluate their learning demonstrate high academic achievement. Although valuable for effective learning, these skills are seldom taught. Moreover, educators rarely receive professional development on how to develop students’ metacognition. This comparative study investigated the impact of pedagogical training for developing students’ metacognition on a group of educators. As a consequence of training, both groups reported being more cognisant of students’ learning needs and aware of themselves as learners. The benefits of metacognition for students are well-known; we suggest the effects on educators and what it means to their teaching practice can also be considerable.