Exploring the understanding and experience of working memory in teaching professionals: A large-sample questionnaire study. (July 2021)

• Record Type: Journal Article
• Authors: Atkinson, Amy L.; Allen, Richard J.; Waterman, Amanda H.
• Is Part Of: Teaching and teacher education. Volume 103(2021)
• Publication Date: 2021-07
• Subjects: Working memory -- Cognition -- Teacher understanding -- Cognitive load; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2021.103343
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: Working memory (WM) underpins learning and is strongly associated with academic achievement. Children with poor WM need support in the classroom, but little is known about teachers' understanding of WM. An online questionnaire ( N = 1425) assessed educational professionals' understanding of key concepts related to WM. Respondents generally showed some understanding, although most overestimated WM duration. There was also considerable variability in the signs identified as being associated with poor WM and possible strategies to assist such children. This demonstrates the need to provide teacher training about WM, and for collaboration between researchers and teachers in developing support materials. Highlights: First large-scale questionnaire on teachers' understanding of working memory. Most respondents demonstrated some, albeit incomplete, knowledge of working memory. Most respondents overestimated the duration limits of working memory. Large variation regarding possible support identified for children with poor working memory. Teacher training should include guidance on working memory in the classroom.