A Model for Developing Meta-Cognitive Tools in Teacher Apprenticeships

• Authors: Paige Bray , Steven Schatz
• Languages of publication: EN

Abstracts

EN

This research investigates a model for developing meta-cognitive tools to be used by pre-service teachers during apprenticeship (student teaching) experience to operationalise the epistemological model of Cook and Brown (2009). Meta-cognitive tools have proven to be effective for increasing performance and retention of undergraduate students. Postulating that the student teaching experience is a new type of learning ñ learning about practice (knowledge in action), instead of learning curriculum or pedagogy (knowledge possessed) ñ we suggest that a meta-cognitive tool set may prove similarly useful. Before studying the effectiveness of a tool set, however, a model which enables different programmes to evolve and develop appropriate tools is necessary. This case study research explores a model for the development of a context-specific tool set over 18 months, incorporating user feedback, researcher reflection and multiple-tool development. The model showed promise as a starting point for understanding and operationalising complex interactions with theory and practice.

Keywords

EN

apprenticeship; teacher education; learning community; case study; metacognitive tools

• Publisher: Sciendo
• Journal: Journal of Teacher Education for Sustainability
• Year: 2013
• Volume: 15
• Issue: 1
• Pages: 48-56

Dates

published

2013-06-01

online

2013-07-11

Contributors

author

Paige Bray

• Paige M. Bray, Assistant Professor of Early Childhood, Early Childhood, University of Hartford, Hillyer 232, 200 Bloomfield Avenue, West Hartford, CT 06117

author

Steven Schatz

• University of Massachusetts, the United States of America

References

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Identifiers

DOI

10.2478/jtes-2013-0003