Becoming research-informed: Trainee teacher reflections on metacognition in practice

Dawn Forshaw, Sharon Harrison and Balli Dail, Phase and regional leads, STAR SCITT, UK  The metacognition and self-regulated learning guidance report from the Education Endowment Foundation (Quigley and Muijs, 2018) consists of an evidence review indicating that metacognition:  potentially has a significant positive impact on pupil outcomes (+7 months) and represents an important element of effective classroom practice  is a significant factor in reducing the differentials between advantaged and disadvantaged learners, but this will only happen if practitioners are aware of the strategies that best support pupils to develop self-regulation.   This article focuses on how Star SCITT trainees engaged with strategies, following expert input from Simon Cox (Director of Blackpool Research School) on EEF recommendations 2, 3 and 5 and includes reflections from several trainees, across phases and a variety of settings. The EEF recommendations include: Recommendati