Metacognition and learning to teach

Abstract We argue a particular approach in which developing greater metacognition (understanding and controlling one's own learning) is central to the changes appropriate to teacher development. The article is organized around three issues: our conceptions of metacognition and learning about teaching as conceptual change; our approaches to promoting metacognition and conceptual change; data examples regarding the consequences of these approaches. These issues are elaborated in the context of pre‐service education although there is evidence for the relevance of the arguments in in‐service contexts. This evidence is considered briefly, in the conclusion to the article.