Metacognition in Teacher Education: Pedagogical Strategies for Professional Growth

Rapid technological and societal changes demand an education system that prepares learners for uncertainty, adaptability, and lifelong learning. In alignment with the vision of the National Education Policy (NEP) 2020, this paper emphasizes the role of teachers in fostering holistic learner development through metacognitive awareness. Adopting a qualitative, conceptual methodology based on systematic analysis of theoretical literature, empirical studies, and national policy documents, the study examines the relevance of metacognition in in-service teacher education. The paper highlights how metacognitive awareness enhances reflective practice, instructional decision-making, professional competencies, and ethical dispositions among teachers. It further proposes pedagogical strategies, including mindfulness-based and reflective practices, for integrating metacognition into teacher education programs. The study contributes a conceptual framework linking metacognitive processes with Bloom’s Taxonomy and professional values, and offers policy-relevant recommendations for embedding metacognitive training within teacher education curricula to improve the quality of the teaching–learning process.