ABSTRACT
This chapter shows how teachers were encouraged to develop their own metacognition and how this impacted on their practice. Research on teacher metacognition has shown that developing metacognition helps with confidence and feelings of self-efficacy. It enables teachers to find their own pedagogical solutions and to feel motivated to search for them. The purpose of both the constructing of rep grids and the reflective diary was to facilitate the development of teacher metacognition both in relation to themselves as a learner and thinker and in terms of how their own experiences and construals of the world affect their teaching of religious education. Through a process of reflection, including keeping reflective diaries and constructing a rep grid, project teachers became more aware of how their unconscious states were affecting their behaviour both inside and outside of the classroom.
