Becoming a Better Teacher Means Becoming a Better Learner: Metacognitive Abilities Predict Effective Learning Strategy Use by College Instructors
Document Type
Article
Publication Date
2-11-2025
Abstract
Metacognitive-supportive teaching practices encourage effective student learning. Primary and secondary educators often receive formal training in these and other teaching strategies. However, college faculty are infrequently provided with sufficient pedagogical training to encourage the development of metacognitive-supportive teaching methods. In this study, we aim to understand what factors contribute to the effective use of metacognition by college instructors. We asked college instructors from an array of disciplines to evaluate their own degree of metacognitive awareness, their use of metacognitive-supportive teaching practices, and their promotion of metacognition among their own students. We find that college instructors’ own metacognitive awareness and their knowledge of metacognition strongly predict their use of metacognitive supportive teaching practices in the classroom. The use of metacognition was also found to be highest in instructors who hold a background in education. Findings from the present study emphasize the importance of instructors establishing a strong foundation in metacognition prior to their implementation of it in the classroom in order to best support their students. The current study also offers insight into the importance of pedagogical training to achieve this.
DOI
https://doi.org/10.1080/87567555.2025.2463894
Publication Information
Consadine, Claire E. and Goodman, Sara G. (2025). "Becoming a Better Teacher Means Becoming a Better Learner: Metacognitive Abilities Predict Effective Learning Strategy Use by College Instructors." College Teaching .
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