Abstract
We argue a particular approach in which developing greater metacognition (understanding and controlling one’s own learning) is central to the changes appropriate to teacher development. The article is organized around three issues: our conceptions of metacognition and learning about teaching as conceptual change; our approaches to promoting metacognition and conceptual change; data examples regarding the consequences of these approaches. These issues are elaborated in the context of pre‐service education although there is evidence for the relevance of the arguments in in‐service contexts. This evidence is considered briefly, in the conclusion to the article.
| Original language | English |
|---|---|
| Pages (from-to) | 523-537 |
| Number of pages | 15 |
| Journal | International Journal of Science Education |
| Volume | 16 |
| Issue number | 5 |
| DOIs | |
| Publication status | Published - 1 Jan 1994 |
Cite this
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Metacognition and learning to teach. / Gunstone, Richard F.; Northfield, Jeff.
In: International Journal of Science Education, Vol. 16, No. 5, 01.01.1994, p. 523-537.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Metacognition and learning to teach
AU - Gunstone, Richard F.
AU - Northfield, Jeff
PY - 1994/1/1
Y1 - 1994/1/1
N2 - We argue a particular approach in which developing greater metacognition (understanding and controlling one’s own learning) is central to the changes appropriate to teacher development. The article is organized around three issues: our conceptions of metacognition and learning about teaching as conceptual change; our approaches to promoting metacognition and conceptual change; data examples regarding the consequences of these approaches. These issues are elaborated in the context of pre‐service education although there is evidence for the relevance of the arguments in in‐service contexts. This evidence is considered briefly, in the conclusion to the article.
AB - We argue a particular approach in which developing greater metacognition (understanding and controlling one’s own learning) is central to the changes appropriate to teacher development. The article is organized around three issues: our conceptions of metacognition and learning about teaching as conceptual change; our approaches to promoting metacognition and conceptual change; data examples regarding the consequences of these approaches. These issues are elaborated in the context of pre‐service education although there is evidence for the relevance of the arguments in in‐service contexts. This evidence is considered briefly, in the conclusion to the article.
UR - http://www.scopus.com/inward/record.url?scp=84895413599&partnerID=8YFLogxK
U2 - 10.1080/0950069940160504
DO - 10.1080/0950069940160504
M3 - Article
VL - 16
SP - 523
EP - 537
JO - International Journal of Science Education
JF - International Journal of Science Education
SN - 0950-0693
IS - 5
ER -