DEVELOPING METACOGNITION WITH AN ACTION RESEARCH INTERVENTION: RESULTS FROM HUNGARIAN ENVIRONMENTS

Metacognition has been acknowledged as a key component of self-regulation and has also a multidimensional nature, with at least three components: (a) metacognition as theory of mind, (b) metacognition as epistemic thinking, and (c) metacognition as knowledge and regulation of our cognitive self. In an Erasmus+ collaborative project a multicomponent metacognitive training course for teachers was developed incorporating metacognitive knowledge and skills, adopting the principles of action research. The intervention�s aim with respect to developing metacognitive skills was to inform teachers of recent research findings showing the importance of metacognitive abilities for learning and critical thinking and to present possible teaching approaches that can be incorporated into their everyday teaching practice to support the development of metacognitive thinking. Results indicate that 9�12-year-old children benefit from a two-week training in metacognitive knowledge and comprehension as indicated by the increased number of children with higher metacognitive monitoring skills.