Consolidating pre-service teachers' metacognition of online dialogue through visual methods: A Hong Kong case study

Consolidating pre-service teachers' metacognition of online dialogue through visual methods: A Hong Kong case study

• Leung, Suzannie The Chinese University of Hong Kong
• Wan, Wai Yan Sally The Chinese University of Hong Kong
• Orchard, Janet University of Bristol
• Davids, Nuraan Stellenbosch University, South Africa

Journal of Education for Teaching, (0), - , 2020

Routledge

2020

• M 教師與教師教育
  • MA 教師之專業教育
• P 香港教育各層面與外地之比較
  • PB 香港教育各層面與外地之比較
• F 教與學
  • FC 批判思考、學習技巧、時間

Pre-service Teachers Metacognition Online Dialogue Visual Methods

• England
• Hong Kong
• Northern Ireland
• South Africa

• 1997.7 onwards

• 專上教育

Visual methods are effective in facilitating human learning while metacognition is a critical aspect of the learning process. In this context, the purpose of this study is to explore the metacognition of pre-service teachers in response to their participation in a series of visual reflections after an online dialogue on the topic of inclusive education. A global online platform was used to facilitate dialogue in three discussion sessions of real-time videoconferencing between pre-service teachers in England, Hong Kong, Northern Ireland, and South Africa. A group of Hong Kong pre-service teachers participated in a face-to-face post-discussion session using visual methods. Their transcripts and artefacts were recorded and analysed by applying a shared metacognitive construct. The power of visual methods in online collaborative inquiry for teacher education was noted by the participants’ deeper reflection on discussion issues when the issues were presented visually.
[Copyright of Journal of Education for Teaching is the property of Routledge.]

• 英文

期刊論文

• 02607476

• 10.1080/02607476.2020.1761759

https://bibliography.lib.eduhk.hk/tc/bibs/94ad229e

2021-02-16