ABSTRACT
This chapter suggests a new methodological approach to teacher metacognition based on personal construct psychology. Teacher metacognition is here defined in relation to Flavell’s theory of metacognitive knowledge of self. I argue that rather than the primary purpose of teacher metacognition being more effective teaching of metacognition, we might view teacher metacognition as important in itself. Viewing teachers as different from learners creates a dual role dilemma which is unhelpful. Further most methods of developing teacher metacognition rely on strategies common to reflective practice such as interviews, journals, and event reflections. However, these methods can only go so far in developing teacher metacognition and methods drawn from personal construct psychology may facilitate the development of teacher metacognition. The chapter draws on data from a group of primary school teachers to demonstrate how this methodological approach might work in practice. Any approach to facilitating teacher metacognition needs to consider two crucial elements: the role of consciousness and ethics. These are discussed in relation to metacognition theory and to research methodology. The strengths and limitations of the proposed new approach are outlined to provide a starting point for further discussion.
