Decision making behind the use of metacognitive pedagogy within education methodology coursework: An exploratory case study

Abstract

Recent Department of Education Reports identify a need for changes in pre-service teacher education to help close the continuance of the achievement gap. The purpose of this qualitative study is to identify the professor decision making about metacognitive pedagogical theory within preparation of preservice education programs. The study included an online questionnaire containing demographic information, definitions, and placement of metacognitive strategies. Information gained from interviews expanded the understanding of professor choice, placement, and use of strategies within school of education curricula. Results indicate that although professors' definitions of metacognitive strategies equate with those in the research, student responses for three out of seven strategies appear mismatched with those of given by professors. In addition, specificity was not apparent in most of the professor's statements about choice of metacognitive strategies for promotion of student learning.