Metacognitive Strategies and Classroom Discourse: Simulative Environments, Teachers' Intervention

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Abstract

Promoting independence in learning is one of the main goals of teaching in the 21st century. Metacognitive processes support learners' independence. However, empirical evidence indicates that teaching metacognitive skills poses a challenge to teachers due to a lack of knowledge and difficulty in teaching strategies. Creating a classroom discourse that encourages learners' independence is yet another challenge. This study addresses the need to support teachers' learning of metacognitive strategies and creating student-centered classroom discourse with authentic immersive environments. In a pre/post intervention design, 35 teachers participated in a PD program. The findings show a significant increase in their teaching of metacognitive strategies and a significant change in classroom discourse. The study has implications for teacher education and PD programs.

Authors

• Orna Heaysman, Achva College of Education

• Bracha Kramarski, Bar-Ilan University