Building a metacognitive model of reflection

Citation
L. Mcalpine et al., Building a metacognitive model of reflection, HIGH EDUC, 37(2), 1999, pp. 105-131
Citations number
44
Categorie Soggetti
Education
Journal title
HIGHER EDUCATION
ISSN journal
00181560 → ACNP
Volume
37
Issue
2
Year of publication
1999
Pages
105 - 131
Database
ISI
SICI code
0018-1560(199903)37:2<105:BAMMOR>2.0.ZU;2-G
Abstract
An increased value is being placed on quality teaching in higher education. An important step in developing approaches to better instruction is unders tanding how those who are successful go about improving their teaching. Thu s, several years ago we undertook a program of research in which the concep t of "reflection'' provided the frame of reference. We envisaged reflection as a process of formative evaluation, and also saw links between reflectio n and metacognition. What we have documented and analyzed in detail are the reflective processes of six university professors in their day-to-day plan ning, instructing and evaluating of learners. The result is a metacognitive model and coding scheme that operationalize the process of reflection. Bot h provide a language for describing reflection and therefore a way to think about how to improve teaching. In this paper, we describe the research and the model and the contributions they make to our understanding of teacher thinking in higher education.