Reflection or metacognition: What are teachers really thinking about?

Presenter Information

Vincent T. Laverick, Lourdes UniversityFollow

Abstract

With the continual desire for teachers to effectively examine their practices, this qualitative study was conducted to learn how teachers self-analyze their practices. Rodgers' (2002) definition of reflection and Bransford’s (2000) explanation of metacognition were used as the theoretical frameworks for the study. Four teachers participated in an interview. The results of the study showed the teachers all used elements of reflection in their self-examination. In addition, teachers also employed metacognition.

Recommended Citation

Laverick, Vincent T. (2018) "Reflection or metacognition: What are teachers really thinking about?," Ohio Journal of Teacher Education: Vol. 32: No. 2, Article 16.
Available at: https://www.exhibit.xavier.edu/ojte/vol32/iss2/16