Teacher understanding and awareness of the use of metacognition and self-efficacy in face to face teaching.
We are in the final weeks of data collection and still need participants. Can you help by sparing 15 minutes to complete our questionnaire here?
There is an increasing interest in teaching students a metacognitive approach to learning in order to help improve their academic attainment. Research indicates that one of the primary factors, which affects student understanding of metacognition, is teacher understanding of metacognition (Perry et al., 2018; Wall & Hall, 2016; Wilson & Bai, 2010).
In this UK wide study we are investigating teacher attitudes to metacognition and their use of strategies associated with metacognition in teaching. We are also investigating if there is any correlation between teachers use, and understanding of metacognition, and their perceived self-efficacy in the classroom.
We are currently in the final few weeks of data collection and we’ll soon be ready to collate analyse and publish our results. In the meantime, the study is registered on the Open Science Framework and you can read more about the project here.
Metacognitively 