Becoming a metacognitive teacher : a guide for early and preservice teachers

著者

    • Scales, Roya Q.
    • Wolsey, Thomas DeVere
    • Parsons, Seth A.

書誌事項

Becoming a metacognitive teacher : a guide for early and preservice teachers

Roya Q. Scales, Thomas DeVere Wolsey, Seth A. Parsons ; foreword by Gerald G. Duffy

Teachers College Press, 2020

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注記

Includes bibliographical references and index

内容説明・目次

内容説明

How can early and preservice teachers master the complex practice of teaching? This clearly written, research-based guide shows how to successfully navigate coursework, build relationships with mentors, and negotiate fieldwork and student teaching while developing metacognitive thinking skills. These are skills that allow teachers to continuously reflect on instructional practices and adapt them to fit their own teaching context and their students' diverse needs. Metacognitive teaching requires higher-level thought processes that, for teachers, include making connections among each segment of the teacher preparation program, as well as deciding how these experiences directly and effectively apply to their classrooms. The authors argue that this kind of support is needed early in the journey of a teacher if they are to succeed and remain in the classroom. Book Features: Engages and empowers teacher candidates to become metacognitive teachers. Encompasses the entire preservice program, while also being of help to novice teachers. Includes key points, vignettes, and reflection questions. Based on research from a 3-year longitudinal, national study of teacher candidates.

目次

Contents (Tentative) Foreword Gerald G. Duffy Preface Acknowledgments 1. Evidence-Based and Metacognitive Teaching: A Brief Overview Considering Your Plans for Teaching Reflecting on Teaching Thinking about Metacognition How to Make the Most of This Book Contemplate This Vision of Teaching Further Readings and Resources 2. Metacognitive Practice from Student Teaching to Novice Teaching: Fitting the Pieces Together Anticipating the Chapter Topics Your Transitioning Role Metacognition and Metacognitive Teaching Teacher Knowledge and Metacognitive Teaching What Are the Characteristics of Metacognitive Teachers? The Effectiveness of Metacognitive Teaching Reflecting on This Chapter Further Readings and Resources 3. Focusing on Coursework for Professional Background Knowledge Anticipating the Chapter Topics Signature Aspects of Teacher Preparation Programs Choosing your Teacher Preparation Program-What Stands Out? Navigating the Activity of Teaching Metacognitive Teaching as Knowledgeable Navigation The Metacognitive Teaching Cycle Reflecting on This Chapter Further Readings and Resources 4. The Complexity of Becoming a Teacher in University, School, and Classroom Contexts Anticipating the Chapter Topics Experiencing Differing Contexts-An Example Plotting a Course in a Complex Context Reflecting on This Chapter Further Readings and Resources 5. Connecting Coursework to Instruction Anticipating the Chapter Topics Pre-requisites for Adaptations How Can You Learn About Teaching from Lesson Planning? How Can You Learn About Teaching While Teaching (In-the-Moment)? How Can You Learn About Teaching After Teaching, as You Reflect on What You Taught? Reflecting on This Chapter Further Readings and Resources 6. Negotiating Classroom Complexity Anticipating the Chapter Topics The Teaching Journey The Arc of a Teaching Career-DeVere's Experiences Teaching: An Ill-Structured Domain Fitting the Pieces of the Teaching Puzzle Together Reflecting on This Chapter Further Readings and Resources 7. Your Teaching Journey Anticipating the Chapter Topics Growing in Teaching Over Time Building on the Foundation Achieving Balance The Best Job in the World Reflecting on This Chapter Further Readings and Resources Appendix: Supplementary Materials for Course Instructors, Mentor Teachers, Instructional Coaches, and Administrators Glossary References Index About the Authors

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