Preservice Teachers’ Use of Elementary Literacy Teacher Performance Assessment to Plan, Implement, and Analyze Metacognitive Strategies

Authors : Yuko IWAİ

Pages : 157-182

View : 24 | Download : 9

Publication Date : 2019-08-31

Article Type : Research Paper

Abstract :This study examined 18 preservice teachers’ use of literacy performance assessment to plan, implement, and analyze metacognitive strategies used in literacy lesson plans delivered for elementary students in field experience classrooms. In a literacy methods course, they learned about metacognitive strategies. They also developed literacy lesson plans and taught them in their field experience classrooms while completing the educational teacher performance assessment insert ignore into journalissuearticles values(edTPA); in the elementary literacy field. Data were collected from pre- and post-surveys on knowledge of metacognitive strategies and literacy, lesson plans, and edTPA commentaries. Results revealed that: insert ignore into journalissuearticles values(1); preservice teachers carefully selected and used appropriate metacognitive strategies based on their students’ needs and lesson objectives; insert ignore into journalissuearticles values(2); they analyzed their use of metacognitive strategies critically and planned to use them more in their future teaching; and insert ignore into journalissuearticles values(3); they increased their awareness, knowledge, and skills of using metacognitive strategies.
Keywords : Metacognitive strategies, field experience, teacher performance assessment, lesson planning, reflection introduction