Secondary teachers’ implementation of metacognition and interpretation of student metacognitive knowledge and regulation.

Metacognition has been shown to be important in the learning process of students. However, teacher awareness and understanding metacognition seems limited. In this study, we use an interpretivist approach explore how secondary teachers facilitated perceived after participating professional development on metacognitive strategies. First, present themes that emerged from in-depth interviews for participants progressed their operationalization metacognition. We then rich descriptions a per-participant basis teacher-participants’ views changed over time. Next, conclusions, including teacher-participant troubles with operationalizing Finally, propose revised Model Teacher Change accounting experiences undergoing complex topic (i.e., metacognition).