Exploring Metacognitive Awareness among Teachers

Abstract

Teaching with metacognition is one of the neglected areas in school policy and practice. Accordingly, educating metacognitive individuals has become an imperative concern in the development of growth of autonomous learners; one who thinks, acts, takes a stand, and works on judgement based on reasons. In the current research, metacognition is given a functional role which helps English primary school teachers to describe higher order thinking skills that are being practiced in the teaching of reading comprehension strategy. A search of the literature revealed that past studies only focused on the challenges faced by teachers concerning their higher order thinking skills which repetitively addressed the lack of knowledge and skills among teachers. The present paper aims to explore the empirical research on the role of metacognitive awareness reading strategies that are involved in the representation of integrated HOTS in the reading lesson. In the case of the present study, the findings from metacognitive studies among teachers were discussed by highlighting the focus of this paper. More importantly, the current review further expanded the understanding on the knowledge of metacognition, knowledge of regulation, and sense of judgement in metacognitive experiences among teachers in reading strategies instruction, thus further indicating the ESL learning strategies that should be implied to all learners. Finally, a recommendation for future studies is highlighted at the end of this paper by discussing the limitation of previous studies.