The Nexus between Teacher Cognition and Metacognitive Strategy Utilization in Instructional Planning and Execution

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Qualitative study explores the impact of teacher cognition and metacognitive strategies on student learning outcomes.

Teachers recognize the importance of metacognitive strategies, but face barriers in implementation, hindering their effectiveness.
Findings indicate that formal training and institutional support are lacking, limiting teachers' capability to utilize metacognitive methods.
Qualitative analysis reveals time constraints and rigid curricula contribute to the challenges faced in applying metacognitive strategies.
The study advocates for systemic changes and ongoing training to bridge the gap between knowledge and effective learning outcomes.

Ngongnpah et al. (2025) studied this question.

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