Abstract

A study of teacher metacognition within the context of the professional learning community (PLC) was conducted to understand how teachers describe their metacognition, what they describe as the catalysts to their metacognition, and how metacognition influences their work. Although the PLC was used as a context for the study, the findings include that the PLC was an environment in which teacher metacognition could be nurtured, and that the PLC leaders’ recognition of their own metacognition impacted the type of work that they led in the PLC, thus potentially impacting the learning of others.

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