A Continuum to Promote College Instructor Metacognition about Teaching

Autor/inn/en	Stephens, Mackenzie; Santangelo, Jessica
Titel	A Continuum to Promote College Instructor Metacognition about Teaching
Quelle	In: College Teaching, 70 (2022) 1, S.46-56 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Santangelo, Jessica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-7555
DOI	10.1080/87567555.2021.1879723
Schlagwörter	College Faculty; Metacognition; Teaching Methods; Student Centered Learning; Learning Processes; Measures (Individuals); Cues; Teacher Attitudes; Educational Change; Scores; Teacher Characteristics + Suchen Sie Ihr Suchwort? Fakultät; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Learning process; Lernprozess; Messdaten; Stichwort; Lehrerverhalten; Bildungsreform
Abstract	Metacognition is important for both teaching and learning. Effective teachers are metacognitive about teaching, reflecting on, and making adjustments to instructional approaches to support student learning. However, relative to the literature on student metacognition about learning, there is a paucity of research on college instructor metacognition about teaching. This article describes a study that used the Metacognitive Awareness Inventory for Teachers and qualitative analysis of responses to open-ended prompts to examine college instructors' reflection on and adjustment of teaching strategies, that is, college instructors' metacognition about teaching. A continuum of metacognitive reflection and practice emerged from the qualitative analysis. The continuum provides a tool for self-reflection that college instructors can use to be metacognitive about their teaching and to encourage selection of student-centered instructional strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11