The relationships and impact of teachers’ metacognitive knowledge and pedagogical understandings of metacognition

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Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner (2020, background): “Wilson and Bai (2010) found that the correlation between teachers’ CK-SRL and their teaching practices with regard to SRL was generally low.”
A review of research on metacognition in science education: current and future directions (2013, methodology): “Yet, previous studies indicate that teachers lack sufficient knowledge about metacognition and its teaching (e.g. Veenman et al., 2006; Wilson & Bai, 2010; Zohar, 1999, 2006).”
Self and Peer Assessments in Active Learning Model to Increase Metacognitive Awareness and Cognitive Abilities (2017, background): “The success of students in completing science tasks can depend on their awareness of what is known and how to apply it or metacognition activities (Lai, 2011; Wilson & Bai, 2010).”
The Impact of Metacognitive Instruction on Creative Problem Solving (2015, background): “Last, it is important to recognize the need for the teacher to have highly developed metacognitive knowledge because this leads to a greater pedagogical understanding of metacognition (Wilson & Bai, 2010).”