Abstract
Metacognition is an important component of the learning process for students and teachers. With disparate findings regarding teacher attention to student thinking, and other indications that teachers enter the profession with preconceived notions, we use semi-structured interviews and a researcher-created professional development experience on metacognition to explore how metacognition influences educators’ perceptions of the learning process and their beliefs about teaching and learning. First, we present themes corresponding to each of the two research questions, with themes substantiated by participant quotes. Next, we present conclusions, including reflecting on how professional development offerings for secondary school teachers have the potential to challenge currently held paradigms by prospective participants. Additionally, we discuss the value of metacognition within the profession.
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