Teacher as Metacognitive Professional: A Perspective

Abstract

The study examines the concept of teachers as metacognitive professionals, highlighting their crucial role in fostering a reflective, adaptive, and effective educational environment that promotes ongoing growth for both educators and students. The study posits that teachers’ metacognitive awareness, understanding their thinking processes, strategies, and instructional practices, serves as a foundation for self-regulation, reflective practice and professional growth. Using a theoretical analysis of secondary knowledge, the study highlights the significance of teachers’ metacognitive awareness in improving instructional practices, fostering self-regulation, and enhancing student learning outcomes. The study discusses the essential role of professional development in enhancing teachers’ metacognitive abilities, emphasizing that systemic support, policy reforms, and institutional recognition are necessary to overcome barriers such as a lack of awareness and resistance to change. The study advocates for cultivating teachers’ metacognitive abilities to promote continuous professional improvement and a more responsive, learner-centred education system.