Abstract
The current study explores the possibilities of promoting the prospective teacher’s domain-general metacognition in the university study process. The aim of the study is to investigate which content of reflection is more relevant for effective enhancing teacher education students’ domain-general metacognition. To reach the aim, the structure of metacognition is analysed; metacognition (MC) components are interpreted from the perspective of transformative learning to define the indices for the domain-general metacognition; a set of open-ended sentences is constructed for reflection which includes all components of MC; and the significance of different sentences for providing the students’ domain-general metacognition is proved in a mixed-methods study.
| Original language | English |
|---|---|
| Pages (from-to) | 43-55 |
| Number of pages | 13 |
| Journal | Acta Paedagogica Vilnensia |
| Volume | 49 |
| DOIs | |
| Publication status | Published - 2022 |
OECD Field of Science
- 5.3 Education
Keywords
- domain-general/domain-specific metacognition
- reflection
- teacher education
- transformative learning
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