Teacher metacognition involves teachers' thinking about their teaching. This study aims to investigate pre-service physics teachers’ metacognitive knowledge about their teaching practices.
Materials and methods:
The participants included six pre-service physics teachers in an “instructional methods” course designed for pre-service teachers who were seeking a degree to become physics teachers. A framework of metacognition for teaching was developed to analyze the level of pre-service physics teachers’ metacognitive knowledge about their teaching practices. The sources of data used in this study were observations collected through pre-service teachers’ instructional practices, lesson plans, reflection papers, and interviews with pre-service teachers about their instructional practices. The data of study was analyzed using interpretivist qualitative methodology.
Analysis of data showed that pre-service physics teachers’ metacognitive knowledge about their content knowledge was quite satisfactory; however, their metacognitive knowledge about instructional methods, students’ pre-instructional knowledge, and the task of teaching needs to be improved.
The results of the study provided evidence that metacognitive knowledge on teaching is a fruitful framework to generate interpretations about the participants’ instructional processes.
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.