Teacher metacognition in PLCs appears at both a lower level (reflecting on what one does) and a higher level (reflecting on how one reflects)¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Participants' accounts showed both lower level metacognition and higher level metacognition, with higher level thinking nurturing metacognition. → 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

The findings apply Von Wright's (1992) situated-metacognition distinction to the three cases: Lisa and Tracey recognized lower-level reflection on classroom processes, while Jacki and Tracey described higher-level reflection on how they reflect. Both levels were evident in the discussion section.

"In contrast to thinking at a lower level, where one engages in reflection on what one does, thinking at a higher level includes a reflection on how one reflects."

Discussion¶

Related Claims¶

• Teachers integrated general teacher knowledge and subject knowledge during learning study analyses and reflections — related
• Disagreements within a PLC can catalyze teacher learning rather than impede it — related
• PLC leaders' recognition of their own metacognition impacted the type of work they led in the PLC — related
• The professional learning community is an environment in which teacher metacognition can be nurtured — related