Metacognitive Sentience for Impact-Making Research in Curriculum Studies: Mathematics Education as Case in Point

Jagals, Divan

doi:10.4102/aosis.2018.bk53.07

“…Metacognition is generally interpreted as 'cognition about cognition', 'thinking about thinking' , 'knowing about knowing', 'becoming aware of one's awareness' (Efklides 2009) and 'higher-order thinking skills' (Jagals 2018). The term 'metacognition' has its origins in the root of the word 'meta', meaning 'beyond', or 'on top of'.…”

Section: Metacognitive Awareness In Work-integrated Learningmentioning

confidence: 99%

“…One way to explore the value of WIL is to transcend the self in education (as a teacher or student) from a graduate authority or subject figure (as student teacher) in a societal economic sense to a more socio-ecologically fully aware (lifelong) learner who is capable of service. In this way, Jagals (2018) explained that a teacher needs to become self and other(ly) aware -that is, they should grasp a deep and meaningful reflection on their own knowledge. They must strive towards a knowledge of themselves as students in their field and foster knowledge of others as knowledge of their peers, colleagues and learners.…”

Section: Philosophical Analysis Of the Conceptual-theoretical Frameworkmentioning

confidence: 99%

Work-integrated learning and teaching schools: The University of Johannesburg teaching school experience

Ramsaroop¹,

Petersen²,

Gravett³

2020

NWU Self-Directed Learning Series

1

0

View full text Add to dashboard Cite

Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript was subjected to a rigorous twostep peer review process prior to publication, with the identities of the reviewers not revealed to the author(s). The reviewers were independent of the publisher and/or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript should be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations. Research justificationThis book disseminates original research on learning in and from practice in pre-service teacher education. Authors such as Lederman and Lederman (2015:670) have described the student teaching practicum or work-integrated learning (WIL), which is an essential component of pre-service teacher education, as the 'elephant in the room'. These authors noted that '… the capstone experience in any teacher education programme is the student teaching practicum … (a)fter all, this is where the rubber hits the road' (Lederman & Lederman 2015:670). However, many teacher educators will agree that this WIL component is sometimes very insufficient in assisting the student teacher to develop an own footing and voice as a teacher. This is the 'gap' that this research book addresses.Most of the chapters in the book report empirical data, with the exception of two chapters, that can be categorised as systematic reviews. Work-integrated learning is addressed from various angles in the chapters. Chapter 6 focusses on research related to what makes Finnish teacher education so effective, and in Chapter 4, researchers of the University of Johannesburg disseminate their findings on establishing a teaching school (based on Finnish insights) in Johannesburg. Chapter 3 highlights the challenges faced in open learning and distance learning teacher education contexts. Several of the chapters disseminate research findings on alternative interventions to classic WIL, namely, where 'safe spaces' or laboratories are created for student teachers to learn and grow professionally. These could either be simulations, such as software programs and avatars in the intervention described in Chapter 2, student excursions, as portrayed in the findings in Chapter 5, Chapter 7 and Chapter 10, or alternative approaches to WIL (e.g. Ch. 11 and Ch. 12).The book is devoted to scholarship in the field of pre-service teacher education. The target audience of this book comprises scholars working in the fields of pre-service teacher education, WIL and self-directed learning.The book makes a unique contribution in terms of firstly its extensive use of cultural-historical activity theory as a research lens, and secondly in drawing on various theoretical frameworks. Both quantitative and qualitative research informed the findings of the book.In accordance with the requirements of the De...

show abstract

“…All these local places can serve as ontological, contextualised spaces (Ellis & Bochner 2000) in which education resides. It is almost impossible to imagine such a space without any social and interpersonal relations (Jagals 2018). A theory about the nature of the metacognitive processes that follow in these discussions pertains to the theory of metacognitive locale (Jagals 2018), which explains that the ontology of reality undergoes constant development and, as such, changes the way in which we perceive the world of learning (Jagals & Van der Walt 2016).…”

Section: The World Of Ontologymentioning

confidence: 99%

“…It is almost impossible to imagine such a space without any social and interpersonal relations (Jagals 2018). A theory about the nature of the metacognitive processes that follow in these discussions pertains to the theory of metacognitive locale (Jagals 2018), which explains that the ontology of reality undergoes constant development and, as such, changes the way in which we perceive the world of learning (Jagals & Van der Walt 2016). In light of this, data take on a physical form and can be described as the elements of reality that reflect the ontological nature of the research (e.g.…”

Section: The World Of Ontologymentioning

confidence: 99%

See 1 more Smart Citation

Defining research focus in self-directed learning: An autoethnographic reflection

Jagals¹

2020

NWU Self-Directed Learning Series

Self Cite

0

View full text Add to dashboard Cite

Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript was subjected to rigorous two-step peer review prior to publication, with the identities of the reviewers not revealed to the author(s). The reviewers were independent of the publisher and/or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations. Research JustificationThis scholarly book is the third volume in an NWU book series on self-directed learning. It is devoted to self-directed learning research and its impact on educational practice. The importance of self-directed learning for learners in the 21st century to equip themselves with the necessary skills to take responsibility for their own learning for life cannot be over emphasised. The target audience does not only consist of scholars in the field of self-directed learning in Higher Education and the Schooling sector, but it also includes all scholars in the field of teaching and learning in the various education and training sectors. The book contributes to the discourse on creating dispositions towards self-directed learning among all learners and adds to the latest body of scholarship in terms of self-directed learning. Although from different perspectives, chapters in the book are closely linked together around selfdirected learning as central theme, following on the work done in Volume 1 of this series (Self-Directed Learning for the 21st Century: Implications for Higher Education), to form a rich knowledge bank of work on self-directed learning. This book serves as a valuable contribution to the body of scholarship in self-directed learning.In accordance with the requirements of the Department of Higher Education and Training, this book contains original content not published before and no part of the work was plagiarised.

show abstract

The Nature of Metacognitive Language and Networking: Development of the Theory of Metacognitive Locale

2023

Education and New Developments

0

View full text Add to dashboard Cite

Theoretical developments in education research have established, almost parallel, two strands of theories: theories of networks (e.g., gestalt theory, social network analysis and micro-triad analysis) which explain social interaction among students and theories about meta-cognitive function (e.g. metamemory, metacognition and metarepresentational) which explain the inner workings of the mind. This split between theories (one form focusing on networks and the other on meta-cognition) leaves little room for advancing our understanding of metacognition as a social construct since no theory exists for explaining the relationship between networks and metacognition. In this paper, the author explore four propositions derived from metacognition research to propose a local theory. The four propositions are:(1) metacognitive knowledge, (2) regulation, (3) metacognitive language and (4) networking as constructs of this theory. In particular, the theory of metacognitive locale explains the nature of metacognitive language and metacognitive networks as contextualized in a mathematics education methodology course. Video recordings of lesson study experiences of two groups of final year students were analyzed through social network analysis to visualize their social interaction, and coded inductively to identify specific phrases through which they express their thinking. The results show constructs of metacognition, metacognitive language and metacognitive networking emerge on a social, interpersonal and social-metacognitive stratum which brings the two strands of theories together, thereby narrowing theoretical divide.

show abstract

Metacognitive Sentience for Impact-Making Research in Curriculum Studies: Mathematics Education as Case in Point

Cited by 14 publications

References 2 publications

Work-integrated learning and teaching schools: The University of Johannesburg teaching school experience

Work-integrated learning and teaching schools: The University of Johannesburg teaching school experience

Defining research focus in self-directed learning: An autoethnographic reflection

The Nature of Metacognitive Language and Networking: Development of the Theory of Metacognitive Locale

Contact Info

Product

Resources

About