Practice-based teacher education

Matsumoto-Royo, Kiomi; Ramí­rez-Montoya, María Soledad

doi:10.1145/3362789.3362791

Cited by 8 publications

(2 citation statements)

References 18 publications

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“…In this sense, the expansion of metacognitive monitoring also meant enhancing the process of learning and decision-making (Flavell, 1979). The role of metacognition in enhancing learning, behavior, and the quality of decisions has been supported by empirical evidence across diverse disciplines (e.g., Efklides, 2006;Concina, 2019;Matsumoto-Royo and Ramírez-Montoya, 2019;Yanqun, 2019).…”

Section: Metacognitionmentioning

confidence: 99%

What is metacognitive reflection? The moderating role of metacognition on emotional regulation and reflection

et al. 2023

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IntroductionThis paper explores the trilateral relationship among metacognition, emotional regulation, and reflection under the integrative framework of metacognitive reflection.MethodsData were gathered from undergraduate participants at a large state university on the East Coast (N = 493). The quantitative data were derived from: the Metacognitive Awareness Inventory (MAI), the Self-Reflection and Insight Scale (SR-IS), and the Cognitive Reappraisal Scale (ERQ). Data analysis consisted of structural equation modeling (SEM) in which the associations between latent constructs were tested. Emotional regulation and metacognition were found to be positively and significantly related to the latent construct of reflection.ResultsSEM results indicated that emotional regulation (which emerged as the strongest predictor) together with metacognition predicted 52% of the variance in reflection. Moreover, the latent moderation model showed that metacognition significantly moderated the relationship between emotional regulation and reflection such that emotional regulation was a strong and positive predictor of reflection when students simultaneously showed high levels of metacognition. In contrast, emotional regulation did not significantly predict reflection for students with low levels of metacognition. The alternative model showed that emotional regulation also moderated the relationship between metacognition and reflection such that metacognition contributed to reflection the most when participants simultaneously showed high levels of emotional regulation.DiscussionThese findings suggest the interaction between metacognition and emotional regulation is critical in the gamut of reflection.

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Section: Metacognitionmentioning

confidence: 99%

What is metacognitive reflection? The moderating role of metacognition on emotional regulation and reflection

et al. 2023

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“…The teaching profession demands the integration of knowledge, skills, and attitudes in complex, real-word scenarios (Matsumoto-Royo and Ramírez-Montoya, 2019). Therefore, initial teacher education programs, should prepare pre-service teachers to enact various practices that integrate theoretical and practical aspects (Ball and Forzani, 2009) for effective teaching in diverse and challenging contexts.…”

Section: Feedback On Assessment Tasks Within Practice-based Curriculummentioning

confidence: 99%

Feedback as an opportunity to promote lifelong learning in pre-service teachers: a mixed methods study

Matsumoto-Royo,

Conget,

Ramírez-Montoya

2023

Front. Educ.

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The aim of this study was to investigate whether, within a practice-based curriculum, feedback on the assessment tasks provided during campus coursework offers opportunities to promote lifelong learning dispositions in pre-service teachers. For this, pre-service teachers (n = 231) completed a validated questionnaire regarding lifelong learning dispositions. Then, feedback from assessment tasks (n = 14) was analyzed to identify claims related to curiosity, motivation, perseverance, and self-regulation of learning. Finally, in-depth interviews were conducted with pre-service teachers (n = 8) to explore their perspectives on feedback and lifelong learning dispositions. Data triangulation was used to confirm and add depth to the findings. Feedback on assessment tasks provided during campus course work promotes lifelong learning dispositions when: (i) tied to authentic tasks, (ii) is provide not only by teacher educators but also by peers, (iii) incorporates both positive and negative comments, along with practical advice. The implication of findings for teacher education is discussed.

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Intercultural Competencies in Higher Education:a systematic review from 2016 to 2021

Guillén-Yparrea

Ramírez-Montoya

2023

Cogent Education

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Practice-based teacher education

Cited by 8 publications

References 18 publications

What is metacognitive reflection? The moderating role of metacognition on emotional regulation and reflection

What is metacognitive reflection? The moderating role of metacognition on emotional regulation and reflection

Feedback as an opportunity to promote lifelong learning in pre-service teachers: a mixed methods study

Intercultural Competencies in Higher Education:a systematic review from 2016 to 2021

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