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A Model for Developing Meta-Cognitive Tools in Teacher Apprenticeships
ARTICLE

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Journal of Teacher Education for Sustainability Volume 15, Number 1, ISSN 1691-4147

Abstract

This research investigates a model for developing meta-cognitive tools to be used by pre-service teachers during apprenticeship (student teaching) experience to operationalise the epistemological model of Cook and Brown (2009). Meta-cognitive tools have proven to be effective for increasing performance and retention of undergraduate students. Postulating that the student teaching experience is a new type of learning--learning about practice (knowledge in action), instead of learning curriculum or pedagogy (knowledge possessed)--we suggest that a meta-cognitive tool set may prove similarly useful. Before studying the effectiveness of a tool set, however, a model which enables different programmes to evolve and develop appropriate tools is necessary. This case study research explores a model for the development of a context-specific tool set over 18 months, incorporating user feedback, researcher reflection and multiple-tool development. The model showed promise as a starting point for understanding and operationalising complex interactions with theory and practice.

Citation

Bray, P. & Schatz, S. (2013). A Model for Developing Meta-Cognitive Tools in Teacher Apprenticeships. Journal of Teacher Education for Sustainability, 15(1), 48-56. Retrieved October 19, 2021 from .

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