European Journal of Teacher Education volume 39, issue 4, P403-418 2016 DOI: 10.1080/02619768.2016.1212834 View full text
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Kate Wall, Elaine Hall

Abstract: This paper draws on data collected during a longitudinal collaborative project with teachers in England from schools and further education colleges. The project investigated ‘Learning to Learn’ (L2L) in partnership with teacher-researchers with a focus on how metacognitive awareness can be improved by enquiring into creative combinations of pedagogy, environment and learners’ dispositions. The paper is an attempt to make clear the theoretical underpinnings of our belief that the project teachers were enacting …

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