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| Autor/inn/en | Bray, Paige; Schatz, Steven |
|---|---|
| Titel | A Model for Developing Meta-Cognitive Tools in Teacher Apprenticeships |
| Quelle | In: Journal of Teacher Education for Sustainability, 15 (2013) 1, S.48-56 (9 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1691-4147 |
| Schlagwörter | Apprenticeships; Metacognition; Student Teaching; Undergraduate Students; Teaching Experience; Case Studies; Models; Preservice Teachers; Material Development; Epistemology; Benchmarking; Self Management; Educational Technology |
| Abstract | This research investigates a model for developing meta-cognitive tools to be used by pre-service teachers during apprenticeship (student teaching) experience to operationalise the epistemological model of Cook and Brown (2009). Meta-cognitive tools have proven to be effective for increasing performance and retention of undergraduate students. Postulating that the student teaching experience is a new type of learning--learning about practice (knowledge in action), instead of learning curriculum or pedagogy (knowledge possessed)--we suggest that a meta-cognitive tool set may prove similarly useful. Before studying the effectiveness of a tool set, however, a model which enables different programmes to evolve and develop appropriate tools is necessary. This case study research explores a model for the development of a context-specific tool set over 18 months, incorporating user feedback, researcher reflection and multiple-tool development. The model showed promise as a starting point for understanding and operationalising complex interactions with theory and practice. (As Provided). |
| Anmerkungen | UNESCO Chair on Interplay of Tradition and Innovation in ESD. Parades 1-220, Daugavpils University, Daugavplis LV-5401, Latvia. Tel: 371-6542-5452; Fax: 371-6542-2890; e-mail: unescochair@du.lv; Web site: http://www.du.lv |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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