A VYGOTSKIAN-BASED THEORY OF TEACHER COGNITION - TOWARD THE ACQUISITION OF MENTAL REFLECTION AND SELF-REGULATION

The intent of this work is to propose a Vygotskian theoretical perspec tive for the development of higher psychological processes in teachers . Five tenets of the Soviet theory are linked to goals in teacher educ ation. A teacher education program based on such a theory of teacher s elf-regulation aimed at higher order thinking and affective states may hold promise for preparing teachers who are consciously aware and mon itor their own teacher introspection, who use this awareness to exerci se proactive control over teaching situations, who base this self-moni toring and metacognition on the (1) quality of their teacher preparati on, (2) unique internalization of this knowledge and skills via recons truction, and (3) specific teacher-student interactions. A teacher edu cation model based on this theoretical basis is outlined and contains six components. Benefits of the model have included improved lesson pl anning, classroom performance, creative problem-solving abilities, mor e internal locus of control orientations, and less anxiety.