Metacognition in the English Classroom: Reflections of Middle Years Teachers Navigating the Australian Curriculum: English

Autor/inn/en	Bannister-Tyrrell, Michelle; Clary, Deidre
Titel	Metacognition in the English Classroom: Reflections of Middle Years Teachers Navigating the Australian Curriculum: English
Quelle	In: English in Australia, 52 (2017) 3, S.63-72 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-2147
Schlagwörter	Metacognition; English Instruction; Preservice Teachers; English Teachers; Middle School Teachers; Teacher Attitudes; Student Attitudes; Learning Processes; Teaching Methods; Prior Learning; English Curriculum; National Curriculum; Foreign Countries; Hermeneutics; Phenomenology; Teacher Surveys; Australia + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; English langauage lessons; Englischunterricht; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrerverhalten; Schülerverhalten; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Vorkenntnisse; Ausland; Hermeneutik; Phenomenological psychology; Phänomenologie; Psychologie; Australien
Abstract	This article investigates the perceptions and lived experience of practising middle years' and pre-service teachers of English in their efforts to make sense of, and use metacognition. The investigation focuses on metacognition as a means to enhance student learning by fostering self-awareness of their students' thinking as they engage in reading, writing and problem solving in English classrooms. Metacognition is considered an essential cognitive process for successful learning; however, to explain metacognition using a reductionist approach does little to enable teachers to fully integrate this important concept into their pedagogical practices. In this small study, participants reported on their prior knowledge and understandings of metacognition, citing their source of this knowledge, and understandings of metacognition, and whether the Australian Curriculum informed and guided their understandings about metacognition. They also reflected on their experience and efforts to interpret their understandings and how they embed, or might embed metacognition into their classroom practice. (As Provided).
Anmerkungen	Australian Association for the Teaching of English. English House, 416 Magill Road, Kensington Gardens, SA 5068 Australia. Tel: +61-8-8332-2845; Fax: +61-8-8333-0394; e-mail: aate@aate.org.au; Web site: http://www.aate.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01