A metacognitive strategy for training preservice teachers: collaborative diagnosis of conceptual understanding in science
نویسندگان
چکیده
Instructional models for pre-service teachers usually are split between content courses and pedagogical courses and the learners are expected to develop the pedagogical content knowledge (PCK) on their own during their practical experience in teaching. Metacognitive strategies are often used in the pedagogical courses, but not in the content courses. This study investigated how the use of metacognitive strategies, in a pre-service content course, contributes to the learning of content and pedagogy.
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