International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Metacognitive approach
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5 items
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Based on findings from a semester-long study, this paper examines the development of Samoan prospective teachers’ mathematical understandings and mathematics attitudes when investigating authentic contexts and applying working mathematically processes, mental computations and problem-solving strategies to find solutions of problems. The authors were also interested in assessing the impact of using the innovative tools, mental computations and creative authentic investigations on PPTs attitudes towards mathematics. The findings reveal that both the positive and negative variations suggested that learning experiences in the FYMM course influenced general perceptions about mathematics learning and therefore, one’s actions when confronted with problems to solve.
Published: 2014
Updated: Dec. 09, 2015
2
This exploratory study investigated the problems outlined in the literature surrounding the development of Teaching Games for Understanding (TGfU). The authors analysed blog postings over an eight-week period to identify the varying levels of student conception of TGfU using the Structure of Observed Learning Outcomes (SOLO) taxonomy. The findings revealed that students move through at least two SOLO levels of metacognitive development. For pre-service teachers, TGfU represents a challenge to their pedagogical paradigm.
Published: 2013
Updated: Aug. 26, 2013
3
This paper describes how Metacognitive Journals were used to teach prospective early childhood educators about constructivism. The authors emphasize the importance of modeling constructivist pedagogy and cultivating students' metacognitive potential.
Published: 2008
Updated: Feb. 11, 2009
4
This research compares a behaviorally based approach for using electronic student response system (SRS) technology with a metacognitive-oriented approach to determine effects on attendance, preparation for class, and achievement. Also examined are the interaction effects of pedagogical approach with self-regulatory and motivational characteristics of students.A main effect was found for self-regulation level and achievement, as well as for goal orientation and class reparation/attendance.
Published: 2008
Updated: Dec. 29, 2008
5
Professional development of teachers in information and communication technology (ICT) continues to be an urgent educational imperative. While many teachers are integrating ICT (with varying degrees of confidence and creativity), a significant number still remain hesitant, reluctant and daunted by the rapid rate of technological change.
Published: 2008
Updated: Jul. 14, 2008