Understanding metacognitive awareness among teachers in the school system: issues and benefits

Abstract

This paper deals with the understanding of metacognitive awareness among teachers. The concept of metacognition is operationalized. This is followed by the essence of metacognition and learning. We move further to examine issues and benefits of metacognition in the school system. To make metacognitive strategies an integral part of the school curriculum, the paper proposes: (1) Specific metacognitive strategies in the classroom, and (2) deliberate school training programmes on metacognitive instruction. The study concludes that both pre-service and in-service teachers should be trained on general awareness of metacognition to enhance learners’ academic performance.

Key Words: Higher-Order Cognition; Metacognition, Self- Instruction, Self- regulated Learning, scaffolded instruction,