Consolidating pre-service teachers’ metacognition of online dialogue through visual methods: a Hong Kong case study

Suzannie Leung*, Sally Wan, Janet L Orchard, Nuraan Davids

*Corresponding author for this work

Research output: Contribution to journalArticle (Academic Journal)

Abstract

Visual methods are effective in facilitating human learning while metacognition is a critical aspect of the learning process. In this context, the purpose of this study is to explore the metacognition of pre-service teachers in response to their participation in a series of visual reflections after an online dialogue on the topic of inclusive education. A global online platform was used to facilitate dialogue in three discussion sessions of real-time videoconferencing between pre-service teachers in England, Hong Kong, Northern Ireland, and South Africa. A group of Hong Kong pre-service teachers participated in a face-to-face post-discussion session using visual methods. Their transcripts and artefacts were recorded and analysed by applying a shared metacognitive construct. The power of visual methods in online collaborative inquiry for teacher education was noted by the participants’ deeper reflection on discussion issues when the issues were presented visually.
Original languageEnglish
Number of pages4
JournalJournal of Education for Teaching
Early online date29 Apr 2020
DOIs
Publication statusE-pub ahead of print - 29 Apr 2020

Structured keywords

  • SoE Centre for Comparative and International Research in Education
  • SoE Centre for Knowledge, Culture, and Society

Keywords

  • Pre-service teachers
  • metacognition
  • online dialogue
  • visual methods

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