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A metacognitive strategy for training preservice teachers: collaborative diagnosis of conceptual understanding in science

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ICLS'08: Proceedings of the 8th international conference on International conference for the learning sciences - Volume 3

Pages 25 - 26

Published: 24 June 2008 Publication History

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Abstract

Instructional models for pre-service teachers usually are split between content courses and pedagogical courses and the learners are expected to develop the pedagogical content knowledge (PCK) on their own during their practical experience in teaching. Metacognitive strategies are often used in the pedagogical courses, but not in the content courses. This study investigated how the use of metacognitive strategies, in a preservice content course, contributes to the learning of content and pedagogy.

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Shulman, L.S. (1990). Reconnecting foundations to the substance of teacher education. Teachers College Record, 91 (3), 301-310.

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Sabar, N. (1994). School Focused curriculum Planning. In Husein, T. & Postlewhaite, N. (eds.), The International encyclopedia of education. Oxford: Pergamon press.

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Index Terms

A metacognitive strategy for training preservice teachers: collaborative diagnosis of conceptual understanding in science
1. Applied computing
  1. Education
  2. Enterprise computing
2. Computing methodologies
  1. Artificial intelligence
    1. Knowledge representation and reasoning
      1. Cognitive robotics
    2. Philosophical/theoretical foundations of artificial intelligence
      1. Cognitive science
  2. Modeling and simulation
    1. Model development and analysis
      1. Model verification and validation
      2. Modeling methodologies

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ICLS'08: Proceedings of the 8th international conference on International conference for the learning sciences - Volume 3

June 2008

421 pages

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International Society of the Learning Sciences

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Published: 24 June 2008

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An Empirical Study of the Cultivation of Autonomy through Metacognitive Strategy Training

Influence of metacognitive awareness on Technological Pedagogical and Content Knowledge (TPACK) among preservice teachers

Promoting Metacognitive Strategy Development through Online Question-Generation Instructional Approach

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An Empirical Study of the Cultivation of Autonomy through Metacognitive Strategy Training

Influence of metacognitive awareness on Technological Pedagogical and Content Knowledge (TPACK) among preservice teachers

Promoting Metacognitive Strategy Development through Online Question-Generation Instructional Approach

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