Exploring Teachers’ Metacognition in Mathematics Classroom under PLC for Students’ Self-Regulated Learning

This study aims to explore the improvement of primary school teachers’ metacognition in mathematics instruction. The primary school teachers participate in professional learning community (PLC) for self-regulated learning (SRL) in mathematics classroom. Much literature points out that strategies of self-regulated learning can be taught to students in mathematics classroom. Moreover, teachers' metacognitive ability will affect their teaching effectiveness. In response to the issue of this study, there are two major explorations. Firstly, this study develops teachers’ metacognition scale for mathematics instruction and then verifies its construct validity and reliability. Secondly, the researcher carries out primary school teachers’ PLC for SRL in mathematics classroom. Participants are teachers from one primary school in rural area. Results show the construct validity and reliability of teachers’ metacognition scale for mathematics instruction are acceptable. In addition, mean of statistical test indicates that teachers’ metacognition for mathematics instruction are improved significantly. Therefore, it indicates PLC for SRL in mathematics classroom is effective way to promote teachers’ metacognition. Based on the findings, some suggestions for future studies and mathematics teachers’ professional knowledge are discussed.