The Relationships and Impact of Teachers' Metacognitive Knowledge and Pedagogical Understandings of Metacognition

Autor/inn/en	Wilson, Nance S.; Bai, Haiyan
Titel	The Relationships and Impact of Teachers' Metacognitive Knowledge and Pedagogical Understandings of Metacognition
Quelle	In: Metacognition and Learning, 5 (2010) 3, S.269-288 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1623
DOI	10.1007/s11409-010-9062-4
Schlagwörter	Graduate Students; Metacognition; Program Effectiveness; Data Analysis; Academic Achievement; Knowledge Base for Teaching; Teacher Education; Teaching Methods; Student Attitudes; Thinking Skills + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Auswertung; Schulleistung; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Denkfähigkeit
Abstract	We know that metacognitive students are successful in school (Sternberg "Instructional Science" 26:127-140, 1998). However, despite the recognition of the role of metacognition in student success, limited research has been done to explore teachers' explicit awareness of their metacognition and their ability to think about, talk about, and write about their thinking (Zohar "Teaching and Teacher Education" 15:413-429, 1999). Therefore, the current study investigates teachers' understanding of metacognition and their pedagogical understanding of metacognition, and the nature of what it means to teach students to be metacognitive. One hundred-five graduate students in education participated in this study. The data analysis results, using mixed research method, suggest that the participant's metacognitive knowledge had a significant impact on his/her pedagogical understanding of metacognition. The results revealed that teachers who have a rich understanding of metacognition report that teaching students to be metacognitive requires a complex understanding of both the concept of metacognition and metacognitive thinking strategies. (Contains 4 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10