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Full-Text Articles in Education
The Start Of A Conversation With Critical Friends: Can The Caltpa Be Used As A Catalyst For Program And Professional Inquiry?, Lara Ervin-Kassab, Karen Escalante, Daniel Soodjinda
The Start Of A Conversation With Critical Friends: Can The Caltpa Be Used As A Catalyst For Program And Professional Inquiry?, Lara Ervin-Kassab, Karen Escalante, Daniel Soodjinda
Journal of Critical Issues in Educational Practice
Performance assessments of teachers and/or teaching (TPA) are becoming part of the educational accountability landscape on an international scale. This article presents insight into the process three teacher educators have followed as their research evolves from a critical document analysis into a collaborative self-study of their programs and practices. The work is framed by critical race theory and guided by practices undertaken in becoming critically reflective educators. This piece represents the conversations and connections to research around the critical need for educators to examine bias-based assumptions and internalized deficit-thinking. The tools we have developed for our next steps into collaborative …
Promoting Preservice Stem Education Teachers' Metacognitive Awareness: Professional Development Designed To Improve Teacher Metacognitive Awareness, Andrew John Hughes, Eddie Partida
Promoting Preservice Stem Education Teachers' Metacognitive Awareness: Professional Development Designed To Improve Teacher Metacognitive Awareness, Andrew John Hughes, Eddie Partida
Educational Leadership & Technology Faculty Publications
This quantitative portion of a convergent complementarity, mixed-methods, exploratory study describes the design and implementation of a 5-week preservice teacher professional development (PD) experience and the associated Metacognitive Awareness Inventory (MAI) measures before and after the experience. The PD experience was designed to explicitly address participants’ domain-general and domain-specific knowledge and regulation of cognition through a highly integrated academic and clinical preparation regimen centered on a cognitive coaching model. The study participants comprised preservice STEM education teachers (N = 11) enrolled in a dual teaching certification and Master’s in Education program. The findings showed an increase in participants’ regulation …
Educational Complexity And Professional Development: Teachers' Need For Metacognitive Awareness, Andrew Hughes
Educational Complexity And Professional Development: Teachers' Need For Metacognitive Awareness, Andrew Hughes
Educational Leadership & Technology Faculty Publications
The study was designed to investigate technology and engineering teachers’ metacognitive awareness during specific established teacher practices. The study had a sample size of 18. There were six participants in three groups. Group 1 consisted of teachers that actively participated in Transforming Teaching through Implementing Inquiry (T2I2) professional development program. Group 2 consisted of teachers that were selected for but did not actively participate in T2I2 professional development system. Group 3 consisted of teachers that completed the National Board for Professional Teaching Standards professional development program. To measure the metacognitive awareness of each group, a semi-structured open-ended interview was used. …