| This study addresses the integration of metacognitive strategies within the teacher education curriculum, an area often isolated from basic education reforms in Kenya. It investigates in-service mathematics teachers’ understanding and application of metacognition in secondary schools. The research explores teachers’ metacognitive awareness and skills, examining the influence of factors like gender, experience, and qualifications. Using a mixed-methods approach, data were collected via questionnaires (Metacognitive Awareness Inventory for Teachers) and structured interviews from 213 teachers in 50 schools. Quantitative analysis included descriptive statistics, T-tests, and ANOVA, while qualitative data underwent thematic content analysis. Findings indicate that while teachers demonstrate awareness of metacognitive knowledge, the application of metacognitive skills, such as monitoring and evaluation, is less consistent. Interviews reveal an implicit rather than explicit understanding of metacognition. These results highlight the need for explicit metacognitive training in teacher education programs. The study recommends incorporating practical metacognitive strategies into professional development to improve mathematics instruction. This research informs the development of teacher education curricula that better integrate metacognitive practices, ultimately enhancing the quality of teaching and learning. Keywords: Metacognition, Mathematics Education, Teacher Training, Curriculum Integration |
