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

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dc.contributor.authorOkoza, Jolly
dc.contributor.authorAluede, Oyaziwo
dc.date.accessioned2020-01-21T09:00:06Z
dc.date.available2020-01-21T09:00:06Z
dc.date.issued2013-01
dc.descriptionPeer reviewed article published under Inkanyiso, Volume 5, Issue 1, Jan 2013, p. 64 - 71en_US
dc.description.abstractThis 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.en_US
dc.identifier.citationOkoza, 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.en_US
dc.identifier.issn2077-2815
dc.identifier.urihttps://hdl.handle.net/10530/1924
dc.language.isoenen_US
dc.publisherUniversity of Zululanden_US
dc.subjectHigher-Order Cognitionen_US
dc.subjectMetacognitionen_US
dc.subjectSelf- Instructionen_US
dc.subjectSelf- regulated Learningen_US
dc.titleUnderstanding metacognitive awareness among teachers in the school system : issues and benefitsen_US
dc.typeArticleen_US
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