Metacognitive regulations within teacher activities : role and development methods
The role of metacognitive regulations and conceptualizations of teacher activities is studied through the ‘didactique professionnelle’ conceptual and methodological frameworks. Based on the concept of process knowledge, the study aims to make explicit the teachers’ conceptualization development and factors which could spur it. An empirical enquiry based on interviews with two primary-level teachers shows that metacognitive regulations are different according to the length of their experience and result from interactions amongst actors. Further research needs to examine the role of continuing professional development programs which favilitate metacognitive regulations.