Teachers as metacognitive role models

Kate Wall, Elaine Hall

Research output: Contribution to journalArticle

  • 1 Citations

Abstract

This paper draws on data collected during a longitudinal collaborative project with teachers in England from schools and further education colleges. The project investigated ‘Learning to Learn’ (L2L) in partnership with teacher-researchers with a focus on how metacognitive awareness can be improved by enquiring into creative combinations of pedagogy, environment and learners’ dispositions. The paper is an attempt to make clear the theoretical underpinnings of our belief that the project teachers were enacting something different, something metacognitive. We present a pragmatic model of metacognition development based on ideas collaboratively produced across the project. The 5 cycles of development are exemplified from the pedagogic and the professional learning perspective with quotes, vignettes and case study excerpts. We show a catalytic relationship between the pedagogies used by the teachers to develop their students’ metacognition and the teachers’ own learning and metacognitive knowledge and skilfulness.
LanguageEnglish
JournalEuropean Journal of Teacher Education
Early online date2 Aug 2016
DOIs
StateE-pub ahead of print - 2 Aug 2016

Fingerprint

role model
teacher
learning
further education
school education
pedagogics
disposition
pragmatics
knowledge
student

Keywords

  • metacognition
  • teacher learning
  • learning to learn
  • practitioner enquiry
  • metacognitive awareness
  • pedagogy
  • pedagogies
  • metacognition development

Cite this

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Teachers as metacognitive role models. / Wall, Kate; Hall, Elaine.

In: European Journal of Teacher Education, 02.08.2016.

Research output: Contribution to journalArticle

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