Faculty of Education - Theses

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Author: Teng, Siew Lee × Subject: Metacognition ×

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    A study of reflection and metacognition in the teaching of experienced teachers
    Teng, Siew Lee ( 2001)
    Teaching is a unique human process that requires a teacher's conscious effort, concern, and responsibility to provide quality education for the students. Promoting 'reflective teaching' encourages teachers to be more intentional and deliberate in thinking and teaching. In classroom teaching, metacognition plays an important role in decision-making and self-monitoring, leading teachers to achieve awareness and control over their own thinking and teaching. This research studied the practical aspects of reflective teaching. It aimed to provide a discussion and understanding of reflective teaching in the classroom context and the role of metacognition in monitoring teaching and learning processes. Qualitative research methodology was adopted to explore and describe the teaching practices of four experienced teachers in Singapore. Data were gathered through interviews, lesson observations and video-recordings of classroom teaching. Stimulated recall technique was employed to tap into the thinking processes that the teachers engaged in their teaching. Data were analysed with the aim to describe the extent to which the four teachers engaged in reflection and acted metacognitively in their classroom teaching. Findings of the study showed that although reflection is a developmental process, higher level of reflectivity was not assured by longer years of teaching experience. In practical classroom teaching, teachers who actively engaged in reflection and acted metacognitively adopted a pro-active general approach in monitoring classroom teaching and learning process. They tended to use strategies that involved student engagement in the monitoring of learning progress and fostered reflective thinking and metacognitive development in students. Besides, they demonstrated teaching practices that emphasised the process of learning as well as the product of learning.