"What Happens in My University Classes That Helps Me to Learn?" Teacher Education Students' Instructional Metacognitive Knowledge

Autor/inn/en	Askell-Williams, Helen; Lawson, Michael; Murray-Harvey, Rosalind
Titel	"What Happens in My University Classes That Helps Me to Learn?" Teacher Education Students' Instructional Metacognitive Knowledge
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 1 (2007) 1, Artikel 8 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-4744
Schlagwörter	Metacognition; Multivariate Analysis; Teacher Role; Student Role; Educational Theories; Personal Autonomy; Reflection; Teacher Education; Scaling; Foreign Countries; College Students; Student Attitudes; Australia + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Multivariate Analyse; Lehrerrolle; Educational theory; Theory of education; Bildungstheorie; Individuelle Autonomie; Lehrerausbildung; Lehrerbildung; Scale construction; Skalenkonstruktion; Ausland; Collegestudent; Schülerverhalten; Australien
Abstract	Teacher education students' instructional metacognitive knowledge needs to be well developed to promote both their own learning and their prospective students' learning. In this study, we asked teacher education students to provide answers to the question "What happens in my university classes that helps me to learn?" Students identified issues such as supportive classroom environments, teachers' professional and personal qualities, practical activities, reflection, and discussions. Cognitive organisation strategies were not well represented. Cluster analysis and multidimensional scaling of students' responses identified a perceptual separation between teachers' and students' roles, suggesting that participants' sense of personal agency, shared responsibility for learning, and involvement in a learning community, were not developed in directions suggested by contemporary educational theory. Implications for teaching-learning interactions that have the potential to develop students' instructional metacognitive knowledge are discussed. (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01