How can early and preservice teachers master the complex practice of teaching? This clearly written, research-based guide shows how to successfully navigate coursework, build relationships with mentors, and negotiate fieldwork and student teaching while developing metacognitive thinking skills. These are skills that allow teachers to continuously reflect on instructional practices and adapt them to fit their own teaching context and their students' diverse needs. Metacognitive teaching requires higher-level thought processes that, for teachers, include making connections among each segment of the teacher preparation program, as well as deciding how these experiences directly and effectively apply to their classrooms. The authors argue that this kind of support is needed early in the journey of a teacher if they are to succeed and remain in the classroom. Book Features: (1) Engages and empowers teacher candidates to become metacognitive teachers; (2) Encompasses the entire preservice program, while also being of help to novice teachers; (3) Includes key points, vignettes, and reflection questions; and (4) Based on research from a 3-year longitudinal, national study of teacher candidates. [Foreword by Gerald G. Duffy.]