Examining Future Secondary School Teachers’ Plans to Foster Metacognition in Their Lessons
(2026) The Teacher Educator — Vol. XX, n° XX, p. 1-26 (2026)
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- Abstract
- Metacognition involves the awareness and regulation of one's cogni-tive processes during learning. Despite its recognized benefits, its practical application in teaching remains limited due to challenges such as a lack of resources, knowledge, and teacher confidence. This study examines how future secondary school teachers of first-language French in Francophone Belgium included metacognitive prompts in their lesson plans following a metacognition training program. By analyzing the 5-week lesson plans of 21 pre-service secondary school teachers, this research investigates whether and how the training was reflected in planned prompts intended to support students' metacog-nitive activity. Findings show that most participants included such prompts in their lesson plans before and after tasks, both orally and in writing; however, only 8 of the 254 prompts were positioned during tasks. This imbalance suggests that pre-service teachers more readily plan metacognitive support in predictable pre-and post-task phases than during the more contingent phase of in-task regulation. This study contributes to teacher education research by offering insight into how pedagogical support for attention to metacognition can be reflected in metacognitively oriented lesson planning.
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Citations
Barbier, E., Brugnetti, A., & Colognesi, S. (2026). Examining Future Secondary School Teachers’ Plans to Foster Metacognition in Their Lessons. The Teacher Educator, XX(XX), 1-26. https://doi.org/10.1080/08878730.2026.2705367 (Original work published 2026)