[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593342-105":59,"doc-detail-593342-en":134},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":127,"head_meta":129,"extra_data":131,"updated_unix":133},105,"en","promoting-teachers-and-students-metacognitive-skills-developing-an-intervention-program","Promoting Teachers' and Students' Metacognitive Skills: Developing an Intervention Program","","Promotes teachers’ and students’ metacognitive skills through the Erasmus+ Pro-Me-ToM project, funded by IDEP and implemented by researchers across five countries. The work develops, translates, and applies a structured educational intervention using action research, targeting metacognitive skills, epistemic beliefs, and theory-of-mind for both teachers and students. A 12-session (2-hour each) program is delivered with pre- and post-tests administered to all participating teachers and students, focusing on training pillars, content, and tools.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/promoting-teachers-and-students-metacognitive-skills-developing-an-intervention-program/593342/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/promoting-teachers-and-students-metacognitive-skills-developing-an-intervention-program/593342.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main goal of the Pro-Me-ToM project described in the paper?","Question",{"text":112,"@type":113},"To investigate and promote teachers’ and students’ metacognitive skills through a well-designed educational intervention implemented in five countries.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What skills does the intervention program aim to enhance?",{"text":117,"@type":113},"It focuses on metacognitive skills, epistemic beliefs, and theory-of-mind skills for both teachers and students.",{"name":119,"@type":110,"acceptedAnswer":120},"How is the training program structured and evaluated?",{"text":121,"@type":113},"The program consists of 12 two-hour sessions delivered in the participating countries, and participating teachers and students complete pre- and post-tests (with analysis still in progress).",{"name":123,"@type":110,"acceptedAnswer":124},"How does the theoretical framework define metacognition?",{"text":125,"@type":113},"Metacognition is presented as knowledge and cognitive processes about cognitive phenomena, involving planning, monitoring, evaluation, and the regulation of one’s own mental activities during learning tasks.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},593342,1792171742,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Promoting Teachers' and Students' Metacognitive Skills: Developing an Intervention Program  \nBy Eleonora Papaleontiou-Louca ∗  \nPro-Me-ToM (Promoting Metacognitive and Theory-of-Mind Skills) is an Erasmus+ collaborative project funded by IDEP (Foundation of European Programs for Lifelong Learning) and has been conducted by researchers from five countries (i.e., Cyprus, Greece, Hungary, Portugal, and Romania), aiming to both investigating and to promoting teachers’ and students’ metacognitive skills. Within this project a well-designed educational intervention has been developed, translated and applied in five countries. Specifically, this research project aimed to enhance such skills as metacognitive skills, epistemic beliefs and theory-of-mind skills of both teachers and students. These critical skills are examples of students' higherorder thinking, and are expected not only to help students to \"learn how to learn\"throughout their lives, but also to enable them to interpret human behavior in order to coexist functionally with others. This paper describes a specific educational intervention program implemented through “Action Research”. The training program consisted of 12 (2-hrs) sessions, it has been implemented in the five participating countries, and all participating teachers and their students were administered a pre-and post-test (still being analyzed) . This paper focuses and presents the pillars of the training program as well as examples of the intervention program content and tools.  \nKeywords: metacognition, theory-of-mind, epistemic beliefs, teachers’ training program, intervention  \nIntroduction  \nThe great interest in metacognition stems from the widespread belief that students ought to be lifelong learners, equipped with the skills necessary both to solve problems in school and to extrapolate these skills into life through understanding their own thinking, learning, and strategic approaches to problem solving (Papaleontiou-Louca, 2014, p.7).  \nTherefore,…one of the main goals of education is to make the students gain the thinking skills and strategies which they will use throughout their lives, rather than storing information. A good education should be able to show the students how to learn, how to remember, how to motivate themselves and how to control their own learning, so that they can teach themselves how to learn (Aydin 2011, p. 274) .  \nTeachers’ training programs usually aim in enhancing teachers’ competency in various dimensions, such as induction, content, pedagogy, organization and assessment. Research findings reveal that training programs implementing and promoting metacognitive strategies lead teachers in a continuous improvement in  \n∗Associate Professor, European University Cyprus, Cyprus.  \nall dimensions of teaching competency, by internalizing metacognitive skills and implementing them through self-regulation. Especially, planning, monitoring and evaluating are three basic strategies in metacognitive interventions that help teachers to become more confident by enhancing their teaching competencies in practice. There is an urgent need to increase the efforts towards implementing more Metacognitive interventions, and therefore enhancing teaching competency and help students to learn how to learn (Fathima et al., 2014).  \nOther studies (e.g., Artzt & Armour-Thomas, 1998; 1999) suggest that the metacognition of teachers and their ability to reflect on their instructional practice and underlying cognitions in a comprehensive manner, play a well-defined role in classroom practice and in students’ ability to learn how to learn, so perhaps where we should focus on first, is on teachers’ metacognitive training.  \nSimilarly, Rahman et al. (2010) found that student of more metacognitively aware teachers performed better on metacognitive tests. Metacognitively aware teachers could be, for example those who tended to think more about what they were doing in classroom. This is consistent with other resear","cbCaiejA5wHZyklt","https://ap.wps.com/l/cbCaiejA5wHZyklt","pdf",212609,15,"English","# Introduction\n## Teachers’ training programs and metacognitive strategies\n# Theoretical Framework\n## Definitions and foundational work on metacognition","[{\"question\":\"What is the main goal of the Pro-Me-ToM project described in the paper?\",\"answer\":\"To investigate and promote teachers’ and students’ metacognitive skills through a well-designed educational intervention implemented in five countries.\"},{\"question\":\"What skills does the intervention program aim to enhance?\",\"answer\":\"It focuses on metacognitive skills, epistemic beliefs, and theory-of-mind skills for both teachers and students.\"},{\"question\":\"How is the training program structured and evaluated?\",\"answer\":\"The program consists of 12 two-hour sessions delivered in the participating countries, and participating teachers and students complete pre- and post-tests (with analysis still in progress).\"},{\"question\":\"How does the theoretical framework define metacognition?\",\"answer\":\"Metacognition is presented as knowledge and cognitive processes about cognitive phenomena, involving planning, monitoring, evaluation, and the regulation of one’s own mental activities during learning tasks.\"}]","Promoting Teachers' and Students' Metacognitive Skills: Developing an Intervention Program | PDF",1792077091,38]