The Study of How Case Studies and Practical Teaching Promoted the Transformation of Teaching Metacognition
This study aimed to explore the impacts of the discussions of mathematical teaching cases and practical teaching on teacher’s metacognition. Individual case studies were conducted in an elementary school. Qualitative data such as the interviews before and after a teaching case, recordings of the case discussions, and the reflective journals were collected and analyzed. The subjects were five fifth-grade teachers. The procedure of the study was: pre-discussion interviews with the teachers, discussions of a study case, practical teachings, and post-teaching discussions. The research results are as follows. First, participating teachers had made some changes in their teaching of declarative knowledge and setting the teaching goals. Second, they were able to consider the order of instructional representation in teaching to promote the development of students' procedural knowledge. Third, these teachers could adjust their teaching programs after incorporating student characteristics into the teaching conditions and resulted in the alteration of students' conditional knowledge. In terms of teaching metacognition, the participating teachers were able to draft teaching plans to better represent the concept of learning contexts. During the teaching process, they could sensitively monitor students’ feedback to further modify their own teaching. Based on the study results, few suggestions were made. The thinking of teaching metacognition may be converted into the center line in the discussion of teaching cases. Teaching case discussions could only promote professional development in teachers if they were integrated with practical teaching.
|關鍵詞||教學案例、教學後設認知、martial law、political economy、teacher education、education policy|