Description
TEACHER TRAINING IN METACOGNITIVE STRATEGIES: ASSESSING FEASIBILITY, ACCEPTABILITY AND IMPACT ON KNOWLEDGE AND PRACTICE.
Background
Teachers promoting independent self-regulatory learning strategies among students is essential. Equally, teachers must adopt strategies to self-regulate their own teaching practices. Unfortunately, some teachers may lack the skills to do this, creating a critical disconnect that could hinder students’ development. Metacognition strategies, which enable individuals to regulate their thinking processes, are recognised as essential for effective student learning and teaching practices. To address this, we introduced teachers to metacognition.
Proposed Primary Research Questions
How effective are the interventions in supporting teachers' adoption of metacognition?
How feasible and acceptable are metacognition strategies in teaching?
What impact does metacognition have on teaching and learning practice outcomes?
Methods
A pilot was conducted with Guy’s Dental Teachers. This study adopts a mixed-methods, longitudinal design.
Pre- and post-test intervention assessments used the Metacognitive Awareness Inventory for Teachers (MAIT). This provides quantitative data to assess changes in metacognition, supported by Teacher observations which also evaluated and reinforced real-time metacognition implementation (case study and action research elements). Focus group discussions guided by Sekhon et al 2017 theoretical framework provides qualitative data exploring metacognition acceptability and feasibility, including perceptions of interventions and impact.
Early Findings
Of 200 teachers, 13 completed the pretest MAIT, scoring 1006 out of 1560. Conditional knowledge and planning were identified as the lowest skills, while monitoring emerged as the highest.
5 pretest teacher observations revealed that reflective practice could be enhanced.
Feedback intervention indicated that majority teachers found metacognition beneficial. Few reported challenges in integrating metacognitive strategies into demanding schedules. Additionally, several teachers requested visual metacognition frameworks/software to support implementation.
Period | 15 Nov 2024 |
---|---|
Event type | Conference |
Location | United KingdomShow on map |
Degree of Recognition | National |