Shifting pre-service teachers' metacognition through problem solving

The purposes of this study were two fold. We sought to examine whether the Metacognitive Awareness Inventory (MAI) (Schraw and Dennison, 1994) was able to provide a six factor solution, and to track the shift in metacognition of 294 pre-service teachers in Singapore. We found that undergraduate and graduate preservice teachers performed significantly different in most of the sub-components of metacognition in the post test. Small incremental changes in these sub-components in terms of pre and post test were highlighted. The implications of these results were discussed.