Promoting Metacognitive Decision-Making in Teacher Education. Issue 3 (2nd July 2016)

• Record Type: Journal Article
• Authors: Griffith, Robin; Bauml, Michelle; Quebec-Fuentes, Sarah
• Is Part Of: Theory into practice. Volume 55:Issue 3(2016)
• Page Start: 242
• Page End: 249
• Publication Date: 2016-07-02
• Subjects: Education -- Research -- Periodicals; Educational innovations -- Periodicals; 370.105
• DOI: 10.1080/00405841.2016.1173997
• Languages: English
• ISSNs: 0040-5841

Abstract

Abstract : Effective teachers are characterized by their abilities to make thoughtful, deliberate, and informed adaptations while teaching (Hoffman & Pearson, 2000). These in-the-moment teaching decisions are guided by a complex web of teacher knowledge. Raising teachers' awareness of the decisions they make on a moment-by-moment basis may aid in thoughtful, more deliberate decision-making and more robust instruction. We charge that preservice teachers can acquire this skill, as well. This article highlights practices employed in preservice teacher education courses as a means to promote awareness of, and engagement with, in-the-moment teaching decisions. Using examples from mathematics, social studies, and literacy methods courses, we describe our processes to intentionally cultivate preservice teachers' adaptive teaching skills through metacognitive decision-making.