chapter  13
Teachers as Metacognitive Professionals
ByGERALD G. DUFFY, SAMUEL MILLER, SETH PARSONS, MICHAEL MELOTH
Pages 17

This chapter reviews the research on teachers’ metacognitive thought. Three questions drive the inquiry. First, “How is metacognition related to teaching?” Second, “Can teachers learn to be metacognitive while engaged in the very complex and multi-dimensional act of teaching?” Finally, “What should be the future research agenda on teachers and metacognition?”