Professional Development Designed to Promote STEM Teacher Metacognitive Awareness

• In Event: Analyzing Co-Created Research and STEM Teachers' Professional Development

Abstract

This quantitative exploratory study describes the design and implementation of a 5-week pre-service teacher professional development experience and the associated metacognitive awareness inventory (MAI) measures before and after the professional development. The professional development experience was designed to explicitly address participants domain general and specific knowledge and regulation of cognition through a highly integrated academic and clinical preparation regimen centered on a coaching model. The study participants comprised pre-service math and science teachers enrolled in a dual teaching certification and Master’s in Education program. The findings showed an increase in participants’ regulation of cognition based on all utilized factor structures of metacognitive awareness, but not all factor structures indicated change in participants knowledge of cognition over the study period.

Authors

• Andrew J. Hughes, California State University - San Bernardino

• Eddie Partida, Claremont Graduate University