@article {3127943,
	title = {Teachers{\textquoteright} knowledge and professional development for metacognitive instruction in the context of higher order thinking},
	year = {2022},
	month = {2022},
	abstract = {Metacognition is an invaluable part of instruction of higher order thinking (HOT). The goal of this article is to review previous studies about teachers{\textquoteright} knowledge and professional development (PD) in the area of metacognitive instruction in the context of teaching HOT. Part A of the article reviews 25 empirical studies assembled through a scoping review. Although each individual study consists of significant findings, our analysis indicates that, as a field, the study of teachers{\textquoteright} and pre-service teachers{\textquoteright} knowledge in this area is still rather preliminary and exploratory. The review draws several conclusions regarding the nature of the research in this area. However, lack of a common conceptual framework and research instruments precludes the possibility of drawing meaningful general conclusions from the findings of the 25 studies. Part B centers on 8 empirical and theoretical studies addressing the same conceptual framework centering on meta-strategic knowledge (MSK). The findings demonstrate the significance of metacognition in general, and MSK in particular for teachers{\textquoteright} ability to teach HOT, showing that it can be developed in both pre-service and in-service teachers{\textquoteright} education and PD. The findings highlight several specific characteristics of teachers{\textquoteright} knowledge and learning processes in this area. Yet, the findings also show that metacognition is rarely addressed in a satisfactory manner in large-scale efforts to teach HOT and that MSK is mostly neglected in PD programs for teaching inquiry learning. The implications for research and practice of HOT and metacognition are discussed.},
	isbn = {1556-1631},
	url = {https://doi.org/10.1007/s11409-022-09310-1},
	author = {Zohar, Anat and Ben-Ari, Galit}
}
