The Development of Preservice Teachers’ Metacognitive Knowledge and Self-regulation in Online Learning

https://doi.org/10.9743/JEO.2023.20.3.11

Abstract

This study investigated the development of preservice teachers’ metacognitive knowledge and self-regulation in online learning using the reflective practice model. The study was conducted during the COVID-19 pandemic when learning moved completely online. The participants were preservice teachers in an early childhood program in the United Arab Emirates (UAE). A sequential mixed-method approach using quantitative and qualitative data was used. The study’s results reveal that preservice teachers were able to develop their metacognitive knowledge and regulation due to their use of the reflective model. The preservice teachers set new goals for themselves to achieve and prepare for their future jobs.

Keywords: Metacognitive knowledge, metacognitive regulations, reflective practice, online learning, self-regulation