PLC leaders' recognition of their own metacognition impacted the type of work they led in the PLC¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2012 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Each participant's metacognitive ability influenced how they used their understanding to learn or to affect the learning of others in their PLC. → Prytula 2012

Evidence¶

Prytula 2012¶

Prytula, M. P. (2012). Teacher Metacognition within the Professional Learning Community. International Education Studies. https://doi.org/10.5539/ies.v5n4p112

q2 · i? · qualitative · r3

Interview-based findings across the three cases: Jacki adjourned unfruitful meetings knowing peers needed thinking time; Lisa pushed classroom experimentation because she herself needed to see ideas as "doable"; Tracey set up dialogue-based environments for her group.

"Each participant in this study varied in metacognitive ability, ranging from the ability to be reflective about their behavior to the ability to be reflective about their re flection. In all cases, each participant’s metacognition influenced how they used their understanding to learn or to affect the learning of others."

Discussion¶

Learner Variables¶

• Metacognition — predictor: learners who differ on it differ in outcomes

Related Claims¶

• The professional learning community is an environment in which teacher metacognition can be nurtured — related
• Teacher metacognition in PLCs appears at both a lower level (reflecting on what one does) and a higher level (reflecting on how one reflects) — related
• The paper reports that metacognition—students thinking about how they understand their own learning—supports more efficient and effective learning and improved outcomes — related
• PLC with an appointed teacher leader were more productive than groups with no appointed leader — related
• Disagreements within a PLC can catalyze teacher learning rather than impede it — related