Transmitting Metacognitive Pedagogy to Math Pre-Service Educators

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Author(s): Justin Teeuwen (University of Windsor, Canada)and Geri Salinitri (University of Windsor, Canada)
Copyright: 2019
Pages: 27
Source title: Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments
Source Author(s)/Editor(s): Gina J. Mariano (Troy University, USA)and Fred J. Figliano (Troy University, USA)
DOI: 10.4018/978-1-5225-7823-9.ch020

Keywords: Business & Management / Information Science Reference / Professional Development / Teacher Education

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Abstract

The purpose of this chapter is to investigate the impact of embedding metacognition into pre-service education with two intended outcomes: to develop pre-service educators' identification development of metacognition and to transmit metacognitive pedagogy to pre-service educators. An ethnography chronicles an intervention introduced through a mathematics methodology course for pre-service educators at a Canadian institution. The focus of the intervention emphasized explicit instruction of metacognition and the development of a metacognitive reflective practice supported by weekly metacognitive prompts. Data was collected from both students' reflections and instructor's responding prompts and were analyzed using thematic analysis.

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Transmitting Metacognitive Pedagogy to Math Pre-Service Educators

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