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

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Date
2013-01
Journal Title
Journal ISSN
Volume Title
Publisher
University of Zululand
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.
Description
Peer reviewed article published under Inkanyiso, Volume 5, Issue 1, Jan 2013, p. 64 - 71
Keywords
Higher-Order Cognition, Metacognition, Self- Instruction, Self- regulated Learning
Citation
Okoza, J. and Aluede, O., 2013. Understanding metacognitive awareness among teachers in the school system: issues and benefits. Inkanyiso: Journal of Humanities and Social Sciences, 5(1), pp.64-71.
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