Cognition and Metacognition in Teachers' Professional Development.

Autor/in	Calderhead, James
Titel	Cognition and Metacognition in Teachers' Professional Development.
Quelle	(1987), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Cognitive Processes; Field Experience Programs; Higher Education; Metacognition; Preservice Teacher Education; Primary Education; Professional Development; Student Teacher Attitudes; Student Teachers + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Praxisnahes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lehramtsstudiengang; Lehrerausbildung; Primarbereich; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin
Abstract	This research explored how student teachers learn to teach and how they orient themselves to the processes of professional learning. A group of ten primary-grade student teachers were followed through a one-year post-graduate teacher training course, focusing primarily on the one-term field experience that occurred in the middle of the year. The students were regularly observed and interviewed about their teaching and what they were extracting from the experience. Their college tutors, supervising teachers, and principals were interviewed concerning their role in facilitating professional learning. Though experiences varied, the student teachers commonly passed through three phases, each characterized by a different conception of the student teaching task. The first involved anxiety while "fitting in" to the supervising teacher's routines. The second focused on "passing the test" and satisfying college tutors of their basic competence. The third phase was characterized by students, teachers, and tutors regarding the field experience as an "opportunity to experiment" and discover one's own style of teaching. In all three phases, however, a number of constraints acted to limit students' learning from the experience. As a result, student teachers' professional learning quickly reached a plateau, and their analysis and development of practice remained at a superficial level. The paper concludes with some discussion on the implications of the research for the design of preservice teacher education courses. (Author/JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01