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The paper presents how a metacognitive approach was implemented in an NPDE course to encourage reflective learning and to share insights on assessment and evaluation, particularly in a reflective environment. Qualitative descriptive research was deemed appropriate for this study. Data was collected by means of “reflection note books”, group reflections, and evaluation forms, from a purposive sample of NPDE students. There was a specific activity which guided the type of relevant data for the purpose of the study. Quantitative and qualitative data analysis was employed. The study informs us that NPDE students seem to be struggling to monitor their own understanding and to be aware of their thinking. In addition, very few of them can construct new information on their own. Respondents found reflection uncomfortable where it requires specifying their weaknesses and comfortable where it requires strengths. Respondents found it is easier to practice reflection in an environment where there is support from the lecturer and classmates. Finally, respondents have mixed feelings about being exposed to the reflective approach. The findings are pointers that to the notion that respondents need to be supported in order to develop their capacity of reflect and to “think” about their “thinking” before they complete their professional studies. DOI: 10.5901/mjss.2014.v5n15p289

A Metacognitive Approach to Teacher Development: Supporting National Professional Diploma in Education (Npde) Students