1,320
Views
12
CrossRef citations to date
0
Altmetric
Articles

Language teacher metacognition: beyond the mirror

ORCID Icon, , &
Pages 52-65 | Received 30 Oct 2018, Accepted 02 Sep 2019, Published online: 08 Oct 2019

References

  • Akbari, R. 2007. “Reflections on Reflection: A Critical Appraisal of Reflective Practices in L2 Teacher Education.” System 35: 192–207. doi: 10.1016/j.system.2006.12.008
  • Alexander, P. 2017. “Reflection and Reflexivity in Practice Versus in Theory: Challenges of Conceptualization, Complexity, and Competence.” Educational Psychologist 52: 307–314. doi: 10.1080/00461520.2017.1350181
  • Alvarez, J., and E. Emory. 2006. “Executive Function and the Frontal Lobes: A Meta-Analytic Review.” Neuropsychology Review 16: 17–42. doi: 10.1007/s11065-006-9002-x
  • Ball, D. L., and F. M. Forzani. 2009. “The Work of Teaching and the Challenge for Teacher Education.” Journal of Teacher Education 60: 497–511. doi: 10.1177/0022487109348479
  • Ball, D. L., and F. M. Forzani. 2011. “Teaching Skillful Teaching.” The Effective Educator 68: 40–45.
  • Banich, M. 2009. “Executive Function: The Search for an Integrated Account.” Current Directions in Psychological Science 18: 89–94. doi: 10.1111/j.1467-8721.2009.01615.x
  • Beauchamp, C. 2015. “Reflection in Teacher Education: Issues Emerging from a Review of Current Literature.” Reflective Practice 16: 123–141. doi: 10.1080/14623943.2014.982525
  • Beran, M. J., J. L. Brandl, J. Peran, and J. Proust. 2012. Foundations of Metacognition. New York: Routledge.
  • Chan, R., D. Shum, T. Toulopoulou, and E. Chen. 2008. “Assessment of Executive Functions: Review of Instruments and Identification of Critical Issues.” Archives of Clinical Neuropsychology 23: 201–216. doi: 10.1016/j.acn.2007.08.010
  • Cirocki, A., and T. S. C. Farrell. 2016. “Reflective Practice for Professional Development of TESOL Practitioners.” European Journal of Applied Linguistics and TEFL 6: 5–24.
  • Clarà, M. 2015. “What is Reflection? Looking for Clarity in an Ambiguous Notion.” Journal of Teacher Education 66: 261–271. doi: 10.1177/0022487114552028
  • Conway, P. F. 2001. “Anticipatory Reflection While Learning to Teach: From a Temporally Truncated to a Temporally Distributed Model of Reflection in Teacher Education.” Teaching and Teacher Education 17: 89–106. doi: 10.1016/S0742-051X(00)00040-8
  • Darling-Hammond, L., and N. Richardson. 2009. “Teacher Learning: What Matters?” Educational Leadership 66: 46–53.
  • Dewey, J. 1910/2017. How We Think. Boston: Heath.
  • Doll, B. E. 2012. Pragmatism, Postmodernism, and Complexity Theory. New York: Routledge.
  • Duffy, G. G., S. Miller, S. Parsons, and M. Meloth. 2009. “Teachers as Metacognitive Professionals.” In Handbook of Metacognition in Education, edited by D. J. Hacker, J. Dunlosky, and A. C. Graesser, 240–256. New York: Routledge.
  • Dunlosky, J., and J. Metcalfe. 2008. Metacognition. Thousand Oaks: SAGE.
  • Efklides, A., and P. Misailidi, eds. 2010. Trends and Prospects in Metacognition Research. New York: Springer.
  • Elbaz, F. 1988. “Critical Reflection on Teaching: Insights from Freire.” Journal of Education for Teaching 14: 171–181. doi: 10.1080/0260747880140205
  • Ellis, S., R. Mendel, and M. Nir. 2006. “Learning from Successful and Failed Experience: The Moderating Role of Kind of after-Event Review.” Journal of Applied Psychology 91: 669–680. doi: 10.1037/0021-9010.91.3.669
  • Fairbanks, C., G. G. Duffy, B. Faircloth, Y. He, B. B. Levin, J. Rohr, and C. Stein. 2010. “Beyond Knowledge: Exploring Why Some Teachers are More Thoughtfully Adaptive than Others.” Journal of Teacher Education 61: 161–171. doi: 10.1177/0022487109347874
  • Farrell, T. S. C. 2015. Promoting Teacher Reflection in Second Language Education: A Framework for TESOL Professionals. New York: Routledge.
  • Farrell, T. S. C. 2016. “The Practices of Encouraging TESOL Teachers to Engage in Reflective Practice: An Appraisal of Recent Research Contributions.” Language Teaching Research 20: 223–247. doi: 10.1177/1362168815617335
  • Fendler, L. 2003. “Teacher Reflection in a Hall of Mirrors: Historical Influences and Political Reverberations.” Educational Researcher 32 (3): 16–25. doi: 10.3102/0013189X032003016
  • Flavell, J. H. 1979. “Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry.” American Psychologist 34: 906–911. doi: 10.1037/0003-066X.34.10.906
  • Gao, X. 2019. “The Douglas Fir Group Framework as a Resource Map for Language Teacher Education.” The Modern Language Journal 103: 161–166. doi: 10.1111/modl.12526
  • Goldstein, S., and J. A. Naglieri, eds. 2014. Handbook of Executive Functioning. New York: Springer.
  • Hacker, D. J., J. Dunlosky, and A. C. Graesser, eds. 2009. Metacognition in Educational Theory and Practice. New York: Routledge.
  • Hartmann, H. J. 2001. “Teaching Metacognitively.” In Metacognition in Learning and Instruction: Theory, Research and Practice, edited by H. J. Hartmann, 149–172. Dordrecht: Kluwer.
  • Hattie, J. 2012. Visible Learning for Teachers: Maximizing Impact on Learning. New York: Routledge.
  • Haukås, Å. 2018. “Metacognition in Language Learning: Theoretical Perspectives.” In Metacognition in Language Learning and Teaching, edited by C. Bjørke, M. Dypedahl, and Å Haukås, 12–30. New York: Routledge.
  • Hiver, P. 2016. “The Triumph Over Experience: Hope and Hardiness in Novice L2 Teachers.” In Positive Psychology in SLA, edited by P. D. MacIntyre, T. Gregersen, and S. Mercer, 168–192. Bristol, England: Multilingual Matters.
  • Hiver, P. 2017. “Tracing the Signature Dynamics of Language Teacher Immunity: A Retrodictive Qualitative Modeling Study.” The Modern Language Journal 101: 669–699.
  • Hiver, P. 2018. “Teachstrong: The Power of Teacher Resilience for L2 Practitioners.” In Language Teacher Psychology, edited by S. Mercer, and A. Kostoulas, 231–246. Bristol, England: Multilingual Matters.
  • Hiver, P., and Z. Dörnyei. 2017. “Language Teacher Immunity: A Double-Edged Sword.” Applied Linguistics 38: 405–423.
  • Hiver, P., and G. E. K. Whitehead. 2018a. “Teaching Metacognitively: Adaptive Inside-Out Thinking in the L2 Classroom.” In Metacognition in Language Learning and Teaching, edited by Å Haukås, C. Bjørke, and M. Dypedahl, 243–262. New York: Routledge.
  • Hiver, P., and G. E. K. Whitehead. 2018b. “Sites of Struggle: Classroom Practice and the Complex Dynamic Entanglement of Language Teacher Agency and Identity.” System 79: 70–80. doi: 10.1016/j.system.2018.04.015
  • Hofer, B. K. 2017. “Shaping the Epistemology of Teacher Practice Through Reflection and Reflexivity.” Educational Psychologist 52: 299–306. doi: 10.1080/00461520.2017.1355247
  • Hoffman-Kipp, P., A. J. Artiles, and L. López-Torres. 2003. “Beyond Reflection: Teacher Learning as Praxis.” Theory into Practice 42: 248–254. doi: 10.1207/s15430421tip4203_12
  • Jiang, Y., L. Ma, and L. Gao. 2016. “Assessing Teachers’ Metacognition in Teaching: The Teacher Metacognition Inventory.” Teaching and Teacher Education 59: 403–413. doi: 10.1016/j.tate.2016.07.014
  • Johnson, K. E. 2019. “The Relevance of a Transdisciplinary Framework for SLA in Language Teacher Education.” The Modern Language Journal 103 (s): 167–174. doi: 10.1111/modl.12524
  • Kennedy, M. M. 2010. “Attribution Error and the Quest for Teacher Quality.” Educational Researcher 39: 591–598. doi: 10.3102/0013189X10390804
  • Kim, L., and R. Klassen. 2018. “Teachers’ Cognitive Processing of Complex School-Based Scenarios: Differences across Experience Levels.” Teaching and Teacher Education 73: 215–226. doi: 10.1016/j.tate.2018.04.006
  • Kostoulas, A., and J. Stelma. 2016. “Intentionality and Complex Systems Theory: A New Direction for Language Learning Psychology.” In New Directions in Language Learning Psychology, edited by C. Gkonou, D. Tatzl, and S. Mercer, 7–23. Cham, Switzerland: Springer.
  • Kubanyiova, M., and G. Crookes. 2016. “Re-envisioning the Roles, Tasks, and Contributions of Language Teachers in the Multilingual Era of Language Education Research and Practice.” The Modern Language Journal 100 (s): 117–132. doi: 10.1111/modl.12304
  • Kubanyiova, M., and A. Feryok. 2015. “Language Teacher Cognition in Applied Linguistics Research: Revisiting the Territory, Redrawing the Boundaries, Reclaiming the Relevance.” The Modern Language Journal 99: 435–449. doi: 10.1111/modl.12239
  • Kumaravadivelu, B. 2006. Understanding Language Teaching: From Method to Postmethod. Mahwah: Lawrence Erlbaum.
  • Lampert, M. 2010. “Learning in, from, and for practice: What do we mean?” Journal of Teacher Education 61 (1-2): 21–34. doi: 10.1177/0022487109347321
  • Larsen-Freeman, D. 2016. “Classroom-Oriented Research from a Complex Systems Perspective.” Studies in Second Language Learning and Teaching 6: 377–393. doi: 10.14746/ssllt.2016.6.3.2
  • Larsen-Freeman, D. 2017. “Complexity Theory: The Lessons Continue.” In Complexity Theory and Language Development: In Celebration of Diane Larsen–Freeman, edited by L. Ortega, and Z. Han, 11–50. Philadelphia/Amsterdam: John Benjamins.
  • Larsen-Freeman, D. 2019. “On Language Learner Agency: A Complex Dynamic Systems Theory Perspective.” The Modern Language Journal 103 (s): 61–79. doi: 10.1111/modl.12536
  • Larsen-Freeman, D., and M. Anderson. 2013. Techniques and Principles in Language Teaching. 3rd ed. Oxford: Oxford University Press.
  • Lee, H.-J. 2005. “Understanding and Assessing Preservice Teachers’ Reflective Thinking.” Teaching and Teacher Education 21: 699–715. doi: 10.1016/j.tate.2005.05.007
  • Lin, X., D. L. Schwartz, and G. Hatano. 2005. “Toward Teachers’ Adaptive Metacognition.” Educational Psychologist 40: 245–255. doi: 10.1207/s15326985ep4004_6
  • Lunn Brownlee, J. L., L. E. Ferguson, and M. Ryan. 2017. “Changing Teachers’ Epistemic Cognition: A New Conceptual Framework for Epistemic Reflexivity.” Educational Psychologist 52: 242–252. doi: 10.1080/00461520.2017.1333430
  • Malle, B. F. 2006. “The Actor-Observer Asymmetry in Attribution: A (Surprising) Meta-Analysis.” Psychological Bulletin 132: 895–919. doi: 10.1037/0033-2909.132.6.895
  • Mann, S., and S. Walsh. 2017. Reflective Practice in English Language Teaching: Research-Based Principles and Practices. New York: Routledge.
  • Marcos, J. M., M.-L. García-Rodríguez, and H. Tillema. 2013. “Student Teacher Reflective Writing: What Does It Reveal?” European Journal of Teacher Education 36: 147–163. doi: 10.1080/02619768.2012.713933
  • Marcos, J. M., E. S. Miguel, and H. Tillema. 2009. “Teacher Reflection on Action: What is Said (in Research) and What is Done (in Teaching).” Reflective Practice 10: 191–204. doi: 10.1080/14623940902786206
  • Marcos, J. M., E. S. Miguel, and H. Tillema. 2011. “Promoting Teacher Reflection: What is Said to Be Done.” Journal of Education for Teaching 37: 21–36. doi: 10.1080/02607476.2011.538269
  • Marcos, J. M., and H. Tillema. 2006. “Studying Studies on Teacher Reflection and Action: An Appraisal of Research Contributions.” Educational Research Review 1: 112–132. doi: 10.1016/j.edurev.2006.08.003
  • McCormick, C. B., C. Dimmitt, and F. R. Sullivan. 2012. “Metacognition, Learning, and Instruction.” In Handbook of Psychology: Vol. 7. Educational Psychology, 2nd ed., edited by W. M. Reynolds, and G. E. Miller, 69–98. New York: Wiley.
  • Mercer, S. 2016. “Complexity and Language Teaching.” In The Routledge Handbook of English Language Teaching, edited by G. Hall, 473–485. New York: Routledge.
  • Mercer, S., and A. Kostoulas, eds. 2018. Language Teacher Psychology. Bristol: Multilingual Matters.
  • Miyake, A., N. P. Friedman, M. J. Emerson, A. H. Witzki, A. Howerter, and T. D. Wager. 2000. “The Unity and Diversity of Executive Functions and their Contributions to Complex “Frontal Lobe” Tasks: A Latent Variable Analysis.” Cognitive Psychology 41: 49–100. doi: 10.1006/cogp.1999.0734
  • Ortega, L. 2019. “SLA and the Study of Equitable Multilingualism.” The Modern Language Journal 103 (s): 23–38. doi: 10.1111/modl.12525
  • Paris, S. G. 2002. “When is Metacognition Helpful, Debilitating, or Benign?” In Metacognition: Process, Function, and Use, edited by M. Izaute, P. Chambres, and P.-J. Marescaux, 105–120. Dordrecht: Kluwer.
  • Parsons, S. E., M. Vaughn, R. Q. Scales, M. A. Gallagher, A. W. Parsons, S. G. Davis, M. Pierczynski, and M. Allen. 2018. “Teachers’ Instructional Adaptations: A Research Synthesis.” Review of Educational Research 88: 205–242. doi: 10.3102/0034654317743198
  • Philip, T. M., M. Souto-Manning, L. Anderson, I. Horn, D. J. Carter Andrews, J. Stillman, and M. Varghese. 2019. “Making Justice Peripheral by Constructing Practice as ‘Core’: How the Increasing Prominence of Core Practices Challenges Teacher Education.” Journal of Teacher Education 70: 251–264. doi: 10.1177/0022487118798324
  • Pintrich, P. R. 2002. “The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing.” Theory Into Practice 41: 219–225. doi: 10.1207/s15430421tip4104_3
  • Schön, D. A. 1983. The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
  • Thompson, J., M. Windschitl, and M. Braaten. 2013. “Developing a Theory of Ambitious Early-Career Teacher Practice.” American Educational Research Journal 50: 574–615. doi: 10.3102/0002831213476334
  • Urzúa, A., and C. Vásquez. 2008. “Reflection and Professional Identity in Teachers’ Future-Oriented Discourse.” Teaching and Teacher Education 24: 1935–1946. doi: 10.1016/j.tate.2008.04.008
  • Veenman, M. V. 2011. “Learning to Self-Monitor and Self-Regulate.” In Handbook of Research on Learning and Instruction, edited by R. E. Mayer, and P. A. Alexander, 197–218. New York: Routledge.
  • Weiner, B. 2012. “An Attribution Theory of Motivation.” In Handbook of Theories of Social Psychology, edited by P. A. M. Van Lange, A. W. Kruglanski, and E. T. Higgins, Vol. 1, 135–155. Thousand Oaks: SAGE.
  • Weinstock, M., D. Kienhues, F. C. Feucht, and M. Ryan. 2017. “Informed Reflexivity: Enacting Epistemic Virtue.” Educational Psychologist 52: 284–298. doi: 10.1080/00461520.2017.1349662
  • Wenden, A. L. 1998. “Metacognitive Knowledge and Language Learning.” Applied Linguistics 19: 515–537. doi: 10.1093/applin/19.4.515
  • Zelazo, PD. 2015. “Executive function: Reflection, iterative reprocessing, complexity, and the developing brain.” Developmental Review 38: 55–68. doi: 10.1016/j.dr.2015.07.001
  • Zhang, L., and D. Zhang. 2013. “Thinking Metacognitively about Metacognition in Second and Foreign Language Learning, Teaching, and Research: Toward a Dynamic Metacognitive Systems Perspective.” Contemporary Foreign Languages Studies 396 (12): 111–121.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.