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Developing a Pedagogy of Metacognition and Transfer: Some signposts for the generation and use of knowledge and the creation of research partnerships
Author(s) -
LEAT DAVID,
LIN MEI
Publication year - 2003
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/01411920301853
Subject(s) - metacognition , debriefing , pedagogy , psychology , interview , mathematics education , context (archaeology) , norm (philosophy) , sociology , political science , cognition , social psychology , paleontology , neuroscience , anthropology , law , biology
Schools and teachers in England and Wales are under pressure to raise standards. Currently, there is little direct relationship between research activity and support for teachers in meeting these demands. The context for the article is teaching thinking which is being promoted as a means to raise standards by the current government. Teaching thinking includes the concepts of metacognition and transfer in its underpinnings but there is little practical assistance for teachers to make these concepts a reality in the classroom. The article describes 10 roles that teachers can perform to put these concepts into practice, which were identified by interviewing pupils who had been taught by teachers using the innovative practice of debriefing. The article discusses the broader issues of how teachers can be engaged in research and knowledge production in a more satisfying relationship than is currently the norm.