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ERIC Number: EJ1166625
Record Type: Journal
Publication Date: 2017
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0155-2147
Metacognition in the English Classroom: Reflections of Middle Years Teachers Navigating the Australian Curriculum: English
Bannister-Tyrrell, Michelle; Clary, Deidre
English in Australia, v52 n3 p63-72 2017
This article investigates the perceptions and lived experience of practising middle years' and pre-service teachers of English in their efforts to make sense of, and use metacognition. The investigation focuses on metacognition as a means to enhance student learning by fostering self-awareness of their students' thinking as they engage in reading, writing and problem solving in English classrooms. Metacognition is considered an essential cognitive process for successful learning; however, to explain metacognition using a reductionist approach does little to enable teachers to fully integrate this important concept into their pedagogical practices. In this small study, participants reported on their prior knowledge and understandings of metacognition, citing their source of this knowledge, and understandings of metacognition, and whether the Australian Curriculum informed and guided their understandings about metacognition. They also reflected on their experience and efforts to interpret their understandings and how they embed, or might embed metacognition into their classroom practice.
Australian Association for the Teaching of English. English House, 416 Magill Road, Kensington Gardens, SA 5068 Australia. Tel: +61-8-8332-2845; Fax: +61-8-8333-0394; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A