A Grounded Theory of Prospective Teachers' Meta-Cognitive Process: Internalizing the Professional Standards of Teaching

Cherubini, Lorenzo

doi:10.1080/08878731003628593

Cited by 3 publications

(2 citation statements)

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“…Keeping all ToLBs active while allowing them to remain variable and dynamic, simultaneously affecting and changing one another is an extremely sophisticated process. Teachers not only understand the cause of a student's behavior (ToM) based on having an understanding of their mental state, but they also know what their students know and what they are capable of doing (meta‐cognition) (Cherubini, ; Premack & Woodruff, ). Teachers are not only aware of how they are feeling about their own feelings but they are also aware of how they feel about their student's feelings (meta‐emotions).…”

Section: Part II the Processing Ability Of The Teaching Systemmentioning

confidence: 99%

The Human Nervous System: A Framework for Teaching and the Teaching Brain

Rodríguez

2013

Mind Brain and Education

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The teaching brain is a new concept that mirrors the complex, dynamic, and context‐dependent nature of the learning brain. In this article, I use the structure of the human nervous system and its sensing, processing, and responding components as a framework for a re‐conceptualized teaching system. This teaching system is capable of responses on an instinctual level (e.g., spinal cord teaching) as well as higher order student‐centered teaching and even more complex teaching brain teaching. At the most complex level the teacher and student engage in a synchronistic teaching flow that achieves the optimal teaching and learning experience.

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Section: Part II the Processing Ability Of The Teaching Systemmentioning

confidence: 99%

The Human Nervous System: A Framework for Teaching and the Teaching Brain

Rodríguez

2013

Mind Brain and Education

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“…Secondly, the importance of reflection in the training of preservice teachers is well acknowledged and explored (Cherubini, 2010;MacGillivray, 2000;Norsworthy, 2008;Ostorga, 2009;Sutherland, 2010). Reflection is a means for preservice teachers to examine their learning process by identifying themes in their own profiles (MacGillivray, 2000) and become reflective thinkers (Ostorga, 2009).…”

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confidence: 99%