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Abstract
This article examines the pedagogical foundations for cultivating metacognitive strategies within professional development programs for educators. It emphasizes the critical role of self-regulation, reflection, and cognitive awareness in advancing professional growth. Drawing on contemporary theories of metacognition and adult learning, the study highlights integrative and reflective teaching practices that enable teachers to monitor, evaluate, and enhance their learning and instructional performance. The research underscores that embedding metacognitive training into teacher education fosters reflective practitioners capable of adaptive and evidence-based decision-making. The findings contribute to the modernization of professional learning frameworks in alignment with competency-based education and lifelong learning paradigms.
References
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