Teachers as metacognitive role models

Research output: Research - peer-reviewArticle

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 something different, something metacognitive. We present a pragmatic model of metacognition development based on ideas collaboratively produced across the project. The 5 cycles of development are exemplified from the pedagogic and the professional learning perspective with quotes, vignettes and case study excerpts. We show a catalytic relationship between the pedagogies used by the teachers to develop their students’ metacognition and the teachers’ own learning and metacognitive knowledge and skilfulness.
Original languageEnglish
JournalEuropean Journal of Teacher Education
Early online date2 Aug 2016
DOIs
StateE-pub ahead of print - 2 Aug 2016

    Research areas

  • metacognition, teacher learning, learning to learn, practitioner enquiry, metacognitive awareness, pedagogy, pedagogies, metacognition development

Bibliographical note

This is an Accepted Manuscript of an article published by Taylor & Francis in European Journal of Teacher Education on 2 August 2016, available online: http://dx.doi.org/10.1080/02619768.2016.1212834

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