Constructive comprehension and metacognitive strategy instruction in a field-based teacher education program
Abstract
The purpose of this case study was to examine the impact of constructive comprehension and metacognitive strategy instruction on preservice teachers' beliefs during a course designed to promote reflective thinking about in- structional practices. The researcher used qualitative methodology to analyze preservice teachers' dialogue journals, open-ended suiveys, and reflective essays. Results showed that the students planned to use constructive compre- hension and metacognitive strategy instruction to utilize effective instructional techniques, create student-centered classrooms, maximize learning potential, and meet individual needs.
Reference
Fazio, M. (2000). Constructive comprehension and metacognitive strategy instruction in a field-based teacher education program. Yearbook of the College Reading Association, 22, 177-190.
Journal
Yearbook of the College Reading Association
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
- rural
- Southwestern United States
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Post bachs (university based program)
- undergraduate preservice teachers
Preservice Sample Size
28
Duration of Data Collection
Data Sources
- dialogue journal
- open ended questions
- reflective essay
Data Analysis Tools
- coding (non-specific)
- Constant comparative analysis
- cross-source analysis
- Qualitative Analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
How does participating
in a constructive comprehension and metacognitive strategy instruction
course impact preservice teachers' beliefs about teaching and learning?
Is this research question explicit from the manuscript? Yes