Personal epistemological and metacognitive awareness in first year preservice education students

This paper examines preservice teaching students’ personal epistemological and metacognitive awareness (PEMA) and changes that occurred in these over the first semester of university study. Reflective learning journals of a selective sample of 18 students were analysed for evidence of PEMA. Rather than identifying particular epistemological beliefs, or defining their relationship with metacognitive behaviour, the study focused on students’ awareness of these phenomena within their own thinking. Clear links were found between PEMA, self-regulated learning, and academic success. This has implications for pedagogical policy, particularly within the first year experience.