@inbook {102264,
	title = {Challenges in addressing metacognition in professional development programs in the context of instruction of higher-order thinking},
	booktitle = {Contemporary Pedagogies in Teacher Education and Development},
	year = {2018},
	abstract = {This study investigates challenges in addressing metacognition in professional development (PD) programs addressing instruction of higher-order thinking (HOT). A set of semi-structured interviews was conducted with 18 instructional leaders who had prominent roles in large-scale implementation programs designed to teach HOT.\&nbsp;Most participants (n\&nbsp;=\&nbsp;15) expressed the opinion that metacognition is valuable in teaching HOT yet, reported that metacognitive teaching is rare in wide-scale efforts to implement HOT.\&nbsp;They explained that the major reason for this gap is teachers{\textquoteright} fragile knowledge of metacognition. The analysis shows a deficiency in teachers{\textquoteright} general metacognitive knowledge, deficiency in the more specific metastrategic knowledge (MSK) regarding individual thinking strategies, and deficiencies in relevant pedagogical knowledge. Implications are discussed.},
	url = {https://www.intechopen.com/books/contemporary-pedagogies-in-teacher-education-and-development/challenges-in-addressing-metacognition-in-professional-development-programs-in-the-context-of-instru},
	author = {Zohar A., and Lustov, E.}
}
