Enhancing Teacher Metacognitive Learning to Improve Student Academic Performance
Chapter 3. Teacher Learning Trajectories
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TEACHER LEARNING TRAJECTORIES
Effective instructional planning requires a strong conceptual framework that integrates knowledge of content, students, and instruction. When teachers use concept mapping in their instructional planning, it provides them with metacognitive feedback to help them integrate these knowledge bases and refine their conceptual framework for teaching.
In chapter 1, we suggested that concept mapping can play an important role in promoting teachers’ adaptive expertise by facilitating their metacognitive learning during instructional planning. Now we begin to explain how, as shown in Figure 3.1, concept mapping can serve this metacognitive function. Our aim in this chapter is to show how concept mapping can help teachers make explicit their own conceptual framework for teaching within a domain and monitor their own conceptual growth through a metacognitive approach to instructional planning. We first show how this process might look through an example of a particular teacher’s metacognitive approach to planning. Then we show how concept mapping can engage teachers’ adaptive expertise by providing metacognitive feedback on their pedagogical content knowledge (PCK). We also present an example from our work with teachers to show how teachers can use their concept maps to discern both strengths and limitations in their thinking ← 43 | 44 → and instruction. In this process, we take you through a teacher’s learning trajectory as she learns more about her own thinking through concept mapping and how it advanced her instructional planning.
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