Oct. 20, 2008
Source: Journal of Early Childhood Teacher Education, Volume 29, Issue 4, October 2008 , pages 326 - 339
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. The authors share the effects on their students' learning and on their teaching. They also offer recommendations for teacher educators to incorporate Metacognitive Journals in their practice.