Investigating Preservice Teachers’ Metacognition Skills by Developing Meta-Strategic Knowledge

Abstract

Metacognition is an influential tool for effective learning and empowers individuals to take control of their cognitive abilities, yet it is underdeveloped in preservice teaching programs. This research reviews the literature on a subdivision of metacognition known as meta-strategic knowledge (MSK). It investigates how preservice teacher programs can use explicit teaching of MSK through visible thinking routines to close the theory-practice gap in higher-order thinking skills instruction.