<abstract xmlns="http://www.w3.org/1999/xhtml"><p> 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.</p></abstract>

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.

A Model for Developing Meta-Cognitive Tools in Teacher Apprenticeships

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

University of Massachusetts, the United States of America

Journal of Teacher Education for Sustainability

{"article-title":"A Model for Developing Meta-Cognitive Tools in Teacher Apprenticeships"}

This research investigates a model for developing meta-cognitive tools to be used by pre-service teachers during apprenticeship (student teaching) experience...

A Model for Developing Meta-Cognitive Tools in Teacher Apprenticeships

Data publikacji: 11 lip 2013

Zakres stron: 48 - 56

DOI: https://doi.org/10.2478/jtes-2013-0003

This content is open access.