What do teachers understand about metacognition and why does it matter?

Sarah Dowey, PhD researcher, University of York and Principle Development Lead – English Mastery, Ark Curriculum Plus, UK Introduction Since John Flavell’s pioneering research into metacognition and its potential value in helping students learn and understand more efficiently (Flavell, 1979a), there has been an increasing number of studies researching the impact of metacognition and of teachers seeking tangible ways of fostering a metacognitive approach in the classroom. Studies into the impact of metacognition on student attainment have shown promising results (Perry et al., 2018; Motteram et al., 2016; Dignath et al., 2008; Desoete and De Craene, 2019), creating a compelling argument for teachers to adopt a metacognitive approach in their classrooms. Given the potential benefits that adopting a metacognitive approach may offer, it is not surprising that educational leaders and teachers are seeking to develop their own theoretical understanding of the concept and how it could be