Practice to preach self-regulation: Use of metacognitive strategies by medical teachers in their learning practices

Abstract

Objective:To explore use of metacognitive skills by medical teachers in relation to Zimmerman’s model of self-regulation.Methods:A qualitative phenomenological study was conducted at Riphah International University from February 2017 to August 2017. A semi structured interview of ten medical teachers was planned to uncover the lived experiences of selected teachers to demonstrate how these teachers use metacognitive strategies in different phases of learning. Data was collected by asking five open ended questions after expert validation. Data was analyzed by using N-Vivo software.Results:Total eight themes were extracted. For prediction and planning three themes, brainstorming, making concept map and sufficient time required were isolated while teachers selected learning objectives and level of students for resource selection while for motivation theme selected was previous experience. Two themes, self- questioning to improve the learning and extra effort required to meet the timeline were isolated for monitoring and reflection during and after learning for evaluation of learning process.Conclusion:During forethought phase, medical teachers predict their learning process through learning objectives and plan after brainstorming to make a concept map and use suitable learning resources. During learning, they monitor learning process through self-questioning and put extra-effort to meet the deadlines. During and after learning, teachers reflect on their performance.

Gambaran Self-Regulation Guru Paud Dalam Mengajar

“…Guru merupakan salah satu faktor pengaruh besar dalam mengajar, untuk berkompeten dalam meningkatkan kualitas pendidikan (Buchari, 2018). Guru harus menerapkan banyak strategi-strategi dalam meningkatkan tujuan pengajaran (Mohammad & Yasmeen, 2019). Dilansir dari kompas.com (2023), terdapat seorang guru PAUD yang diduga menganiaya anak muridnya sampai sendi bahu geser dan tulang selangka bahu patah.…”

“…Hal ini didukung oleh penelitian milik Akyar & Tuncer (2022), yang meneliti mengenai hubungan antara self-regulation dan classroom management guru dan murid di kalangan anak usia dini. Guru yang efektif adalah mereka yang mencapai proses self-regulation saat mengajar dengan menstimulasi pikiran mereka dalam mengambil tindakan yang mengarah pada pencapaian dan profesionalitas mereka (Mohammad & Yasmeen, 2019). Kapasitas self-regulation guru bersifat dinamis dan terus berkembang (Chen & Jang, 2019).…”

Metacognitive and critical thinking skills of genetics of biology students with project-based learning

“…Metacognitive skills are essential in the learning (Peral & Dubé, 2014). Developing metacognitive skills in students is a valuable educational goal, as these skills can help them to become self-regulated learners (Ali & Yasmeen, 2019). Self-regulated learners are responsible for their learning progress and adapts their learning model to the task's requirements.…”