Teaching teachers to incorporate metacognition into their instruction: The example of the "history sourcing" course in one teachers' college.

This paper follows a two-year, four stage intervention program in which eleven veteran history lecturers at a large teachers' college learned to explicitly integrate metacognition into an academic "history sourcing" course. Pooling evidence from various sources, this qualitative study describes the process undergone by these lecturers, addressing aspects such as their sense of the importance of incorporating metacognition, their confidence in their ability to do so, and the incorporation of metacognition into the lecturers' courses in practice. In doing so, it highlights the importance of extended, structured, and explicit intervention to the successful adoption of metacognitive knowledge and strategies. • Expert lecturers re-designed their instruction of history sourcing by adding metacognition. • Expertise in research and teaching does not compensate for lack of knowledge regarding metacognition. • Brief preparation for metacognitive instruction is not sufficient even for experts. • Lecturers gained mastery in teaching metacognition by reflecting on and analyzing their own experience. [ABSTRACT FROM AUTHOR]