Since the introduction of the Learning to Learn 2.0 curriculum document (CDC, 2015), metacognitive teaching has come to the forefront as an innovative research agenda in teacher education. The key concept underpinning Learning to Learn 2.0 is that of teachers developing students’ generic skills including decision making, planning, and problem solving. All these skills canContinue reading “Developing Metacognitive Teaching Skills through a Tripartite School Partnership Model”