How do 12- and 13-year-old students respond to metacognitive questions? Findings from math and science classes in French-speaking Belgium

Demorsy, Simon; Hanin, Vanessa; Colognesi, Stéphane

doi:10.1080/03004279.2023.2169049

Cited by 4 publications

(1 citation statement)

References 41 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It has been shown that introducing metacognition time into lessons not only improves academic achievement (Berger & Büchel, 2013;Colognesi et al, 2020), but also has a positive effect on feelings of self-efficacy (Colognesi et al, 2019). Nevertheless, there is a need to help students develop their metacognitive strategies (Demorsy et al, 2023). Overall, however, it has been found that few teachers considered metacognition in their practices (Braund, 2019;Depaepe et al, 2015), due to a variety of mistaken beliefs (for a synthesis, see Barbier & Colognesi, 2023b).…”

Section: Research-recommended Teaching Practicesmentioning

confidence: 99%

Does pedagogical metamorphosis exist? Exploring the practices of primary school teachers at different stages of their careers

Colognesi,

Coppe,

Leroux

et al. 2024

British Educational Res J

Self Cite

View full text Add to dashboard Cite

Research has highlighted the advantages of specific practices for enhancing student learning. However, the adoption of these practices varies among teachers. This disparity raises fundamental questions: Why do certain teachers use these practices while others do not? Does the use of these practices depend on the career stage of the teachers? This paper analyses the practices adopted by teachers at different career stages. We used a mixed‐methods approach, combining a questionnaire (n = 300) and three focus group discussions (n = 13). The results revealed significant variability in the use of pedagogical practices among novice, experienced and senior teachers. Experienced and senior teachers demonstrate a deeper understanding of adapting teaching methods to student needs, establishing clear objectives and providing feedback. However, certain practices, such as metacognition, remain underused at all career stages. The study highlights the need for professional development concerning these practices, while emphasising the challenge of their implementation.

show abstract