This study assessed the pedagogical knowledge and metacognitive awareness of pedagogy of faculty (N = 107) at a large state university in the United States. The purpose was to ascertain whether faculty could distinguish effective learning practices from ineffective ones, as determined by empirical research in learning science. Faculty responded to items regarding the efficacy of effective practices and others shown by research to be neuromyths or misconceptions. Faculty across all colleges correctly identified most of the effective practices but also endorsed myths/misconceptions, ultimately showing limited pedagogical knowledge. Tenured faculty showed stronger pedagogical knowledge than newer faculty. Faculty were also assessed on their confidence in their knowledge of pedagogical practices. Respondents demonstrated poor metacognitive awareness as there was no relationship between confidence in pedagogical knowledge and actual pedagogical knowledge. Surprisingly, education faculty scored no better in pedagogical knowledge than faculty of any other college and also showed low metacognitive awareness. Results indicate that universities preparing doctoral students for faculty positions should ensure candidates are exposed to accurate information regarding learning science. The implications for colleges of education are more dire in that they may be failing to prepare candidates in the most essential aspects of the field.
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