Developing metacognitive teaching skills through a tripartite school partnership model

Research output: Contribution to conferencePapers

Abstract

This presentation will report a study for enhancing pre-service teachers' metacognitive teaching competencies through a tripartite school partnership model with a view to tackling the impacts and challenges created by the Learning to Learn 2.0+ curriculum. Since the introduction of the Learning to Learn 2.0+ curriculum document in Hong Kong, metacognitive teaching has come to the forefront as an innovative research agenda in teacher education. The key concept underpinning Learning to Learn 2.0+ is that of teachers developing students' generic skills including decision making, planning, and problem solving. All these skills can be conceptualized as metacognitive skills. A metacognitive teaching framework includes thinking aloud, refining learning strategy use, letting strategy use gel, and self-assessing and setting goals were adopted as the theoretical framework of the study. The pre-service teachers of this study were equipped with such metacognitive teaching strategies and skills through lesson implementation in the partnership schools. Pre-post tests were conducted to examine the enhancement of the metacognitive teaching abilities of pre-service teachers. Results of the study show that providing an authentic environment and consultative support to the pre-service teachers can help them to master metacognitive teaching skills effectively. A training guide for metacognitive teaching were developed for pre-service teachers and applied in teacher education programme. A tripartite school partnership model consists of course instructors, teachers from partnership schools and our pre-service teacher were developed to provide an authentic learning environment to enhance the metacognitive teaching competence of our pre-service teachers. Copyright © 2020 International Conference on Learning and Teaching.
Original languageEnglish
Publication statusPublished - Dec 2020

Citation

Cheng, E. C. K. (2020, December). Developing metacognitive teaching skills through a tripartite school partnership model. Paper presented at The International Conference on Learning and Teaching 2020 (ICLT2020), Hong Kong, China.

Fingerprint

Dive into the research topics of 'Developing metacognitive teaching skills through a tripartite school partnership model'. Together they form a unique fingerprint.