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.
|Publication status||Published - Dec 2020|