At the Intersection of Theory and Practice: Two Volumes on the Pedagogical Significance of Metacognition

Abstract

This review discusses two volumes published in 2025 that approach the pedagogical significance of metacognition from different perspectives. Metakogníció, tudatelmélet, episztemológiai meggyőződések by János Steklács, Ágnes Bálint, Csaba Csíkos, and Ildikó Zank offers a theoretical and empirical exploration of the internal cognitive dimensions of learning, drawing on findings from the international ProMeToM action research project. In contrast, Jonathan Firth’s Metacognition and Study Skills: A Guide for Teachers provides a practice-oriented approach, presenting concrete strategies, question prompts, and classroom applications for fostering metacognitive awareness. The review compares the two books’ theoretical and practical orientations and highlights how they complement each other in bridging research and educational practice. It argues that the greatest potential for Hungarian education lies in integrating theoretical foundations with practical strategies, thereby promoting the deeper incorporation of metacognitive approaches into teacher education and classroom practice.