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

Year 2019, Volume: 8 Issue: 2, 157 - 182, 31.08.2019

Yuko Iwai

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 (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: (1) preservice teachers carefully selected and used appropriate metacognitive strategies based on their students’ needs and lesson objectives; (2) they analyzed their use of metacognitive strategies critically and planned to use them more in their future teaching; and (3) they increased their awareness, knowledge, and skills of using metacognitive strategies.

Keywords

Metacognitive strategies, field experience, teacher performance assessment, lesson planning, reflection introduction

References

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