Abstract
The purposes of this study were two fold. We sought to examine whether the Metacognitive Awareness Inventory (MAI) (Schraw and Dennison, 1994) was able to provide a six factor solution, and to track the shift in metacognition of 294 pre-service teachers in Singapore. We found that undergraduate and graduate preservice teachers performed significantly different in most of the sub-components of metacognition in the post test. Small incremental changes in these sub-components in terms of pre and post test were highlighted. The implications of these results were discussed.