Archives
Current issue
About
About us
Aims and Scope
Abstracting and Indexing
Editorial Office
Open Access Policy
Publication Ethics
Journal History
Publisher
Follow us: Twitter
Contact
For Authors
Editorial Policy
Peer Review Policy
Manuscript Preparation Guidelines
Copyright & Licencing
Publication Fees
Fee Waiver Policy for Doctoral Students
EJMSTE Language Editing Service
More
Statistics
Special Issues
Special Issue Announcements
Published Special Issues
RESEARCH PAPER
Metacognitive awareness and the zone of proximal intermediate phase mathematics teachers’ professional development
1
Faculty of Education, North-West University, Vanderbijlpark, SOUTH AFRICA
2
Faculty of Education, North-West University, Potchefstroom, SOUTH AFRICA
Publication date: 2022-07-02
EURASIA J. Math., Sci Tech. Ed 2022;18(8):em2134
KEYWORDS
intermediate phase mathematics teachersmetacognitive awarenessprofessionaldevelopment interventionzone of proximal teacher development
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.
REFERENCES (63)
1.
Ahlcrona, M. F., & Östman, A. (2018). Mathematics and puppet play as a method in the preschool teacher education. Creative Education, 9(10), 1536-1550. https://doi.org/10.4236/ce.201....
2.
Bantwini, B. D. (2010). How teachers perceive the new curriculum reform: Lessons from a school district in the Eastern Cape Province, South Africa. International Journal of Educational Development, 30(1), 83-90. https://doi.org/10.1016/j.ijed....
3.
Bantwini, B. D. (2017). Analysis of teaching and learning of natural sciences and technology in selected Eastern Cape province primary schools, South Africa. Journal of Education, 67, 39-64.
4.
Bantwini, B. D. (2019). Developing a culture of collaboration and learning among natural science teachers as a continuous professional development approach in a province in South Africa. Teacher Development, 23(2), 213-232. https://doi.org/10.1080/136645....
5.
Bertram, C. (2011). What does research say about teacher learning and teacher knowledge? Implications for professional development in South Africa. Journal of Education, 52, 3-26.
6.
Botha, A., & Herselman, M. (2016). Rural teachers as innovative co-creators: An intentional teacher professional development strategy. In Proceedings of CONF-IRM 2016.
7.
Camburn, E. M., & Han, S. W. (2015). Infrastructure for teacher reflection and instructional change: An exploratory study. Journal of Educational Change, 16(4), 511-533. https://doi.org/10.1007/s10833....
8.
CDE. (2007). Doubling for growth addressing the maths and science challenge in South Africa’s schools. Centre for Development and Enterprise. https://www.africaportal.org/p....
9.
Chigonga, B., & Mutodi, P. (2019). The cascade model of mathematics teachers’ professional development in South Africa: How well did it suit them? EURASIA Journal of Mathematics, Science and Technology Education, 15(10), em1761. https://doi.org/10.29333/ejmst....
10.
Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947-967. https://doi.org/10.1016/S0742-....
11.
Coe, K., Frick, L., & Carl, A. (2010). Lesson study in continuing professional teacher development: A South African case study. Acta Academica, 42(4), 206-230.
12.
Cornoldi, C. (2009). Metacognition, intelligence and academic performance. In H. S. Waters, & W. Schneider (Eds.), Metacognition, strategy use, and instruction (pp. 257-277). Guilford Press.
14.
Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the US and abroad. National Staff Development Council. https://edpolicy.stanford.edu/....
15.
DBE. (2011). Mathematics intermediate phase. Grade 4-6. CAPS. South Africa Department of Basic Education. Curriculum Assessment Policy Statement. http://www.dsj.co.za/export/si....
16.
De Beer, J., & Kriek, J. (2018). Teacher professional development interventions that enable transfer of competencies in the science classroom. In Proceedings of the 9th Annual Conference on Mathematics, Science and Technology Education (pp. 22-26).
17.
Dogan, S. H., & Cephe, P. T. (2018). A suggested syllabus for creative drama course in ELT. Dil ve Dilbilimi Çalışmaları Dergisi [Journal of Language and Linguistic Studies], 14(2), 305-324.
18.
Efklides, A. (2008). Metacognition: Defining its facets and levels of functioning in relation to self-regulation and co-regulation. European Psychologist, 13(4), 277-287. https://doi.org/10.1027/1016-9....
19.
Ernest, P. (1998). Social constructivism as a philosophy of mathematics. SUNY Press.
20.
Ernest, P. (2018). The philosophy of mathematics education today. Springer. https://doi.org/10.1007/978-3-....
21.
Ertesvåg, S. K. (2011). Improving teacher collaboration: The role of classroom characteristics and individual factors on teachers’ collaboration: A latent growth curve approach. In Proceedings of the International Congress for School Effectiveness and Improvement (pp. 4-7).
22.
Ertmer, P. A., & Newby, T. J. (1996). The expert learner: Strategic, self-regulated, and reflective. Instructional Science, 24(1), 1-24. https://doi.org/10.1007/BF0015....
23.
Fani, T., & Ghaemi, F. (2011). Implications of Vygotsky’s zone of proximal development (ZPD) in teacher education: ZPTD and self-scaffolding. Procedia-Social and Behavioral Sciences, 29, 1549-1554. https://doi.org/10.1016/j.sbsp....
24.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911. https://doi.org/10.1037/0003-0....
25.
Fourie, A. (2009). Puppetry as an educational tool: An explanatory study on the perceptions of foundation phase educators and learners [Master’s thesis, Tshwane University of Technology].
26.
Frey, B. B. (2018). The SAGE encyclopedia of educational research, measurement, and evaluation. SAGE. https://doi.org/10.4135/978150....
27.
Girvan, C., Conneely, C., & Tangney, B. (2016). Extending experiential learning in teacher professional development. Teaching and Teacher Education, 58, 129-139. https://doi.org/10.1016/j.tate....
28.
Haiyan, Q., Walker, A., & Xiaowei, Y. (2017). Building and leading a learning culture among teachers: A case study of a Shanghai primary school. Educational Management Administration & Leadership, 45(1), 101-122. https://doi.org/10.1177/174114....
29.
Hunzicker, J. (2011). Effective professional development for teachers: A checklist. Professional Development in Education, 37(2), 177-179. https://doi.org/10.1080/194152....
30.
Jansen, J., & Taylor, N. (2003). Educational change in South Africa 1994-2003: Case studies in large-scale education reform (No. 28250, p. 1). The World Bank. http://documents.worldbank.org....
31.
Kallio, H., Virta, K. P., Kallio, M. P. M., Virta, A., Hjardemaal, F., & Sandven, J. (2017). The utility of the metacognitive awareness inventory for teachers among in-service teachers. Journal of Education and Learning, 6(4), 78-91. https://doi.org/10.5539/jel.v6....
32.
Kallio, H., Virta, K., & Kallio, M. (2018). Modelling the components of metacognitive awareness. International Journal of Educational Psychology, 7(2), 94-122. https://doi.org/10.17583/ijep.....
33.
Kapur, R. (2018). The significance of social constructivism in education. https://www.researchgate.net/p....
34.
Kennedy, A. (2014). Understanding continuing professional development: the need for theory to impact on policy and practice. Professional Development in Education, 40(5), 688-697. https://doi.org/10.1080/194152....
35.
Keogh, B., Naylor, S., Maloney, J., & Simon, S. (2008). Puppets and engagement in science: A case study. Nordic Studies in Science Education, 4(2), 142-150. https://doi.org/10.5617/nordin....
36.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO978....
37.
Legg, A. M., & Locker, L., Jr. (2009). Math performance and its relationship to math anxiety and metacognition. North American Journal of Psychology, 11(3), 471-486.
38.
Lerner, R. M., Brindis, C. D., Batanova, M., & Blum, R. W. (2018). Adolescent health development: A relational developmental systems perspective. In N. Halfon, C. B. Forrest, R. M. Lerner, & E. M. Faustman (Eds.), Handbook of life course health development (pp. 109-121). Springer. https://doi.org/10.1007/978-3-....
39.
Lindqvist, G. (1996). The aesthetics of play. A didactic study of play and culture in preschools. Early Years, 17(1), 6-11. https://doi.org/10.1080/095751....
40.
Lortie, D. C. (1975). Schoolteacher: A sociological study. University of Chicago Press.
41.
Luneta, K. (2012). Designing continuous professional development programmes for teachers: A literature review. Africa Education Review, 9(2), 360-379. https://doi.org/10.1080/181466....
43.
Mathew, P., Mathew, P., & Peechattu, P. J. (2017). Reflective practices: A means to teacher development. Asia Pacific Journal of Contemporary Education and Communication Technology, 3(1), 126-131.
44.
Meijs, C., Prinsen, F. R., & de Laat, M. F. (2016). Social learning as approach for teacher professional development; how well does it suit them? Educational Media International, 53(2), 85-102. https://doi.org/10.1080/095239....
45.
Mestry, R., Hendricks, I., & Bisschoff, T. (2009). Perceptions of teachers on the benefits of teacher development programmes in one province of South Africa. South African Journal of Education, 29(4), 475-490. https://doi.org/10.15700/saje.....
46.
Minott, M. A. (2010). Reflective teaching as self‐directed professional development: Building practical or work‐related knowledge. Professional Development in Education, 36(1-2), 325-338. https://doi.org/10.1080/194152....
47.
Ono, Y., & Ferreira, J. (2010). A case study of continuing teacher professional development through lesson study in South Africa. South African Journal of Education, 30(1), 59-74. https://doi.org/10.15700/saje.....
48.
Overholt, K. (2010). The incorporation of puppetry into reading instruction [Master’s thesis, The College at Brockport].
49.
Potgieter, E. (2020). Pedagogies of play to develop intermediate phase mathematics teachers’ metacognitive awareness [Unpublished master’s dissertation]. North-West University.
50.
Sadler-Smith, E., Zhang, L. F., Sternberg, R. J., & Rayner, S. (2012). Metacognition and styles. In L.-F. Zhang, R. J. Sternberg, S. Rayner (Eds.), Handbook of intellectual styles: Preferences in cognition, learning, and thinking (pp.153-172). Springer.
51.
Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1-2), 113-125. https://doi.org/10.1023/A:1003....
52.
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460-475. https://doi.org/10.1006/ceps.1....
53.
Shimamura, A. P. (2000). Toward a cognitive neuroscience of metacognition. Consciousness and Cognition, 9 (2 Pt 1), 313-323. https://10.1006/ccog.2000.0450.
54.
Simon, M., Goes, J. (2013). Dissertation and scholarly research: Recipes for success. Dissertation Success, LLC.
55.
Stronge, J. H. (2007). Qualities of effective teachers. Association for Supervision and Curriculum Development.
56.
van der Walt, M. S., & Potgieter, E. (2018). Tshimologo: A new dawn for self-directed learning and mathematics education [Paper presentation]. The UNISA/ISTE Conference on Mathematics, Science and Technology Education. Kruger National Park, South Africa.
57.
van der Walt, M., Potgieter, E., & Jagals, D., (2019). The affordances of indigenous knowledge in mathematics education. In J. De Beer (Ed.), The decolonisation of the curriculum project: The affordances of indigenous knowledge for self-directed learning (pp. 181-222). AOSIS. https://doi.org/10.4102/aosis.....
58.
Voogt, J., & Knezek, G. (2008). International handbook of information technology in primary and secondary education. Springer Science & Business Media. https://doi.org/10.1007/978-0-....
59.
Vygotsky, L. S. (1967). Play and its role in the mental development of the child. Soviet Psychology, 5(3), 92-104. https://doi.org/10.2753/RPO106....
61.
Vygotsky, L. S. (1979). Concrete human psychology. Soviet Psychology, 27(2), 53-77. https://doi.org/10.2753/RPO106....
62.
Warford, M. K. (2011). The zone of proximal teacher development. Teaching and Teacher Education, 27(2), 252-258. https://doi.org/10.1016/j.tate....
63.
Williams, M. L. (2010). Teacher collaboration as professional development in a large, suburban high school. Digital Commons. https://digitalcommons.unl.edu....
Share
RELATED ARTICLE
| eISSN: | 1305-8223 |
| ISSN: | 1305-8215 |
We process personal data collected when visiting the website. The function of obtaining information about users and their behavior is carried out by voluntarily entered information in forms and saving cookies in end devices. Data, including cookies, are used to provide services, improve the user experience and to analyze the traffic in accordance with the Privacy policy. Data are also collected and processed by Google Analytics tool (more).
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
