Effective Online Professional Development Practices: Investigating Metacognitive Modeling via Think-Alouds as an Instructional Strategy

• In Event: 63.045 - Teaching Development and Learning Assessment

Abstract

Using data collected during an online professional development for teacher educators and other higher education faculty, this study sought to determine the affect of metacognitive modeling via think-aloud as videos, on participants. Specifically, changes in participants’ conceptual/procedural knowledge, classroom beliefs and teaching philosophies, attitudes towards reading instruction in the disciplines (e.g., mathematics, social studies, science, the arts), self-efficacy to use cognitive modeling in their classes and their confidence to teach others the same strategy, and ultimately their plans for changed classroom practice were sought. In this small (N=13) mixed-methods study, all participants experienced variant change in each of the domains. As a group, they rated the provided metacognitive modeling example videos as “nearly integral to their learning.”

Author

• Michelle Fulks Read, Texas State University