Developing Metacognitive Instructors through a Guided Journal

Autor/inn/en	Scharff, Lauren; Draeger, John; Robinson, Sarah; Pedro, Leli; Peak, Charity
Titel	Developing Metacognitive Instructors through a Guided Journal
Quelle	In: Teaching & Learning Inquiry, 9 (2021) 2, (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-4779
Schlagwörter	Metacognition; Faculty Development; Teaching Methods; Reflective Teaching; Diaries; Learning Processes; Intervention; Comparative Analysis; Educational Objectives; Learner Engagement; Lesson Plans; Student Evaluation of Teacher Performance; Teacher Student Relationship; Student Attitudes; College Faculty; Teacher Attitudes; Barriers; Time Management; Correlation; Instructional Effectiveness; New York (Buffalo); Colorado (Denver); Alabama; Ohio; Colorado (Colorado Springs) + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Diary; Tagebuch; Learning process; Lernprozess; Educational objective; Bildungsziel; Erziehungsziel; Lesson planning; Unterrichtsplanung; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Fakultät; Lehrerverhalten; Zeitmanagement; Korrelation; Unterrichtserfolg
Abstract	Metacognitive instructors incorporate awareness and timely self-regulation in their teaching practice to support their current students' learning. This exploratory study, using mixed methods, gathered empirical data to extend the work on student metacognition by documenting teacher experiences with metacognitive instruction, the impact of instructor use of a guided journal on the development of metacognitive instruction practices, and students' perceptions of instructor responsiveness to their learning and engagement. Journal Intervention (N = 40) and Control (N = 33) instructors from five institutions and their students (N = 796) responded to multiple questionnaires throughout a semester. Data revealed significantly more baseline familiarity with and engagement in reflective teaching than metacognitive instruction for both groups. Within the Intervention group, qualitative data consistently suggested a positive impact from engagement with the journal, especially with respect to an increased focus on learning objectives and student engagement (rather than on content coverage) in pre-lesson planning, and on being aware of how students were achieving the learning objectives. Significant positive correlations were found between instructor use of the journal and student ratings of instructor responsiveness to their learning and engagement, and instructor use of effective instructional practices. Although instructors were enthusiastic overall about using the journal and incorporating metacognitive instruction, they did report barriers including time, existing habits, and uncertainty about alternate instructional practices. Based on our findings, we share strategies for using our journal prompts as a tool to facilitate faculty development of metacognitive instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01