Carter, Violetta (2019) The Connection between Metacognition and Academic Writing in a Praxis Inquiry Model of Teacher Education. PhD thesis, Victoria University.

Abstract

This study aimed to identify a pedagogy of writing that embodies high standards of writing and discerning educators in preservice teacher education. Using Flavell’s definition of metacognition, preservice teachers’ learning and writing, were explored in two first-year compulsory units of study in the Bachelor of Education course in one Australian university. Metacognition was studied to investigate how thinking skills could provide epistemological and pedagogical knowledge to fulfil the study aims. A qualitative methodology was employed, with semi-structured one-on-one interviews used to capture the lived experience of fifteen preservice teachers and nine lecturers/tutors in a praxis inquiry model of teaching and learning. Document study and thematic analysis of interview data were undertaken to ascertain how metacognition might impact on writing skills. The results highlight complexities surrounding an understanding of metacognition. First, ‘thinking about thinking’ was used to describe metacognition, without a conscious understanding of its cognitive complexity as a concept and skill. Second, in praxis inquiry learning metacognition and high standards of writing relate to the capacity to cognitively analyse theory and practice within reflection for writing in the genre referred to as ‘theorising’. Third, as learning constructs both metacognition and praxis inquiry lie within constructivism. However, the ability to reflect at a dialogic level to analyse theory and practice for writing in the theorising genre in praxis requires linguistic discourse knowledge with guided instruction. Vygotsky’s concept of scaffolded learning—including explicit teaching in the form of, demonstration, questioning and discussion—was required to reach cognitive transformations for the theorising genre. This thesis has identified that (a) a heightened consciousness of metacognition within praxis inquiry, and (b) visible pedagogy to develop analytical skills in the ‘theorising’ genre, have the potential to contribute to the development of discerning educators capable of high standards of writing. Insights gained from this study can inform pedagogy, course design and professional development.

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