Assessing teachers' metacognition in teaching: The Teacher Metacognition Inventory

Metacognition plays a pivotal role in teachers' professional development. However, the absence of effective instrument for measuring teacher metacognition has hampered researches in this area. Two studies were conducted to develop a valid scale - the Teacher Metacognition Inventory (TMI). Results from Study 1 with 412 middle school teachers showed a six-factor structure, with a satisfactory reliability and convergent validity. Results from Study 2 with 204 participants supported the structure, further revealed an acceptable criterion-related validity and discriminant validity. All findings suggested that the TMI was an effective instrument and can be used to assess teacher metacognition in educational practice.