Metacognitive Awareness and the Zone of Proximal Intermediate Phase Mathematics Teachers' Professional Development

Autor/inn/en	Potgieter, Erika; van der Walt, Marthie
Titel	Metacognitive Awareness and the Zone of Proximal Intermediate Phase Mathematics Teachers' Professional Development
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 18 (2022) 8, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Potgieter, Erika) ORCID (van der Walt, Marthie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8215
Schlagwörter	Mathematics Teachers; Metacognition; Faculty Development; Foreign Countries; Ability; Puppetry; Play; Knowledge Level; Self Management; Reflection; Expertise; Teaching Methods; Communities of Practice; Grade 4; Grade 5; Grade 6; South Africa + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Fähigkeit; Fertigkeit; Puppenspiel; Spiel; Wissensbasis; Selbstmanagement; Expert appraisal; Teaching method; Lehrmethode; Unterrichtsmethode; Community; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper investigates in-service intermediate phase mathematics teachers' metacognitive awareness based on their engagement in a professional development intervention in two rural and one township school in South Africa. Professional teacher development interventions should be structured and collaborative as teachers tend to revert to traditional modes of teaching when interventions are brief and sporadic. This research was scaffolded across the zone of proximal teacher development (ZPTD) as conceptualized by Warford (2011). The aim of the study was to investigate how metacognitive awareness facilitated intermediate phase mathematics teachers' ZPTD, i.e., from their actual knowledge to "proximal development". 10 intermediate phase mathematics teachers participated in the qualitative research (n=10). The professional development intervention was conducted on two consecutive Saturdays, infused with an adapted lesson study approach. The data was collected through (i) individual interviews, (ii) reflective prompts, (iii) observations, and (iv) reflective journals. The data from each data source were coded and categorized and were triangulated to answer the research question. Participants deemed the professional development intervention and the accompanying materials as supportive and showed increased metacognitive awareness of their personal teaching praxis during and after the intervention, hence growth along the ZPTD occurred. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01