“What happens in my university classes that helps me to learn?” Teacher Education Students’ Instructional Metacognitive Knowledge

Askell–Williams, Helen; Lawson, Michael J.; Murray‐Harvey, Rosalind

doi:10.20429/ijsotl.2007.010108

Cited by 11 publications

(2 citation statements)

References 39 publications

(32 reference statements)

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“…As some research points out, mere placement into schools for practicum does not automatically result in a valuable experience for the pre-service teachers (Zeichner & Liston, 1990). The key is the quality of experience (Dewey, 1938) and how the pre-service teachers respond to these instructional opportunities (Askell-Williams, Lawson, & Murray-Harvey, 2007). More research will need to be done to ascertain the level of quality of these summer practicum experiences, but based on the data from the initial year it seems to have made a positive impact for the pre-service teachers.…”

Section: Table 1 Summer School Practicum Surveymentioning

confidence: 99%

Summer Practicum: Extending the Partnership for Pre-Service Teachers to a Local High School

Mostofo¹

2019

JSE

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Teaching is very complex work, yet some preservice teachers (students studying to be teachers) presume it to be easy (Grossman et al., 2009). In fact, many pre-service teachers believe that teaching is mostly common sense and professional study is not needed (Ball & Cohen, 1999;Kennedy, 1999;Munby, Russell, & Martin, 2001). The challenge for teacher educators is to provide pre-service teachers opportunities to develop habits of continued professional learning (Chassels & Melville, 2009; Ganesh & Matteson, 2010;Hiebert, Morris, Berk,

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Section: Table 1 Summer School Practicum Surveymentioning

confidence: 99%

Summer Practicum: Extending the Partnership for Pre-Service Teachers to a Local High School

Mostofo¹

2019

JSE

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“…Such opportunities for learning have been less available to learners from allied health professions such as Operating Department Practitioners (ODPs) other than as part of inter-professional learning, which often focuses on surgical simulation [24][25][26]. However, issues relating to student attrition and lack of confidence in the practice environment suggest that hybrid learning as a pre-junct to clinical experiential learning might facilitate retention and the development of self-confidence [2,27,28].…”

Section: Introductionmentioning

confidence: 99%

Transforming simulation in clinical education: is pre-placement hybrid learning valuable to healthcare students?

Harper¹,

Eales-Reynolds²,

Markham³

2013

J Contemp Med Edu

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Innovation in clinical learning is reported as being useful in preparing health and social care students for clinical patient care, but historically these learners have relied on traditional pedagogies including didactic classroom learning and apprenticeship "practice" on live patients in a clinical environment. This paper investigates whether students find it useful to augment traditional learning methods with simulation and video (hybrid learning) as a pre-junct to learning in clinical placement. Replacing the usual initial clinical placement with a 12-week study block employing hybrid-teaching techniques reformed the traditional curriculum for Operating Department Practitioner students. An interpretative phenomenographic methodology was adopted for this study and data was collected through anonymous focus group interviews. The data support two concepts that 1) confidence and self-belief perpetuate the desire for new learning and 2) multi-professional learning develops a professional approach in terms of communication, care intervention and thinking processes. The data presented was obtained using a qualitative phenomenographic approach and the results infer specific advantages of hybrid learning to the participants to supplement traditional teaching methods by addressing theoretical limitations of learning and inequity of placement experiential learning. Limitations to this study are the absence of a control group to directly compare against apprenticeship learning methods alone and the sample group being single site, single cohort.

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Scaffolding cognitive and metacognitive strategy instruction in regular class lessons

2011

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The quality of teachers' knowledge about how people learn influences students' learning outcomes. Similarly, the quality of students' knowledge about how they learn influences their engagement in self-regulated learning and consequently, their learning achievement. There is a gap between research findings that support these two premises and teaching-learning practices in classrooms. In this paper we describe attempts to reduce this gap. In Study 1 we surveyed early adolescent students' cognitive and metacognitive strategy use and demonstrated that students' cognitive and metacognitive strategy knowledge has substantial room for improvement. In Studies 2 and 3 we collaborated with teachers to embed explicit cognitive and metacognitive strategy instruction, using learning protocols, into regular class lessons.Studies 2 and 3 showed that the learning protocols slipped readily into teachers' typical lesson designs, scaffolded teachers' delivery of strategy instruction, and scaffolded some students' acquisition of strategy knowledge, although progress was sometimes slow. Recommendations are presented for supporting teachers and students to engage with cognitive and metacognitive strategy instruction.Keywords: theory-practice gap; teacher knowledge; cognitive strategies; metacognitive strategies; learning protocols Archived at Flinders University: dspace.flinders.edu.au Scaffolding cognitive and metacognitive strategy instruction in regular class lessonsIt is clear from research evidence that the quality of teachers' knowledge/beliefs, intentions, and plans with respect to how people learn influences teachers' teaching actions (Kerr, 1981; Lawson, Askell-Williams, & Murray-Harvey, 2009), and that those teaching actions directly influence students' learning outcomes (Bereiter & Scardamalia, 1989;Hattie, 2009;OECD, 2005;Rowe, 2002). Furthermore, the quality of students' knowledge about how they learn influences their engagement with learning, and consequently, their learning achievements (Bandura, 2001;Schraw, 1998;Schraw & Dennison, 1994;Schunk & Zimmerman, 1989;Weinstein & Mayer, 1986). However, as Hattie (2009 p. 3) asked, "Why does [this] bounty of research have so little impact?" We see that this lack of impact is associated with a gap between research findings and their use to inform teaching and learning practices (Bransford, Brown, & Cocking, 2000;Hattie, 2009). In this paper we report three studies that attempt to reduce this theory-practice gap, and show that research findings about strategies for good quality teaching and learning can have an impact on classroom practices. Teachers' knowledge about how people learnTeachers exert a direct impact upon student learning. Rowe (2002) and the OECD (2005) have reported that students of the most effective teachers have learning gains four times greater than students of the least effective teachers, that these effects accumulate over time, and that the single most important school-based variable of influence for student performance is teacher quality.The kno...

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“What happens in my university classes that helps me to learn?” Teacher Education Students’ Instructional Metacognitive Knowledge

Cited by 11 publications

References 39 publications

Summer Practicum: Extending the Partnership for Pre-Service Teachers to a Local High School

Summer Practicum: Extending the Partnership for Pre-Service Teachers to a Local High School

Transforming simulation in clinical education: is pre-placement hybrid learning valuable to healthcare students?

Scaffolding cognitive and metacognitive strategy instruction in regular class lessons

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