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Internalisation of Metacognitive Teaching Through Lesson Study

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Developing Metacognitive Teaching Strategies Through Lesson Study

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Abstract

This chapter discusses the nature of knowledgeable others in Lesson Study for supporting teachers to internalise the principles of metacognitive teaching. A teaching development project aimed at crafting metacognitive pedagogies through using Lesson Study in a tripartite school partnership model—which consists of course instructors, teachers from partnership schools and pre-service teachers—was conducted to collect empirical evidence. The analytical lens of communities of and organisational learning were applied to analyse the socialisation of knowledge through Lesson Study. Five principles for designing metacognitive teaching were identified during the project. This chapter concludes that conducting Lesson Study enables teachers to become knowledgeable others and socialise their knowledge for instructional design to implement the competent-based curriculum effectively.

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Authors and Affiliations

  1. Education University of Hong Kong, Hong Kong, China

    Eric C. K. Cheng

  2. ELCHK Lutheran Secondary School, Hong Kong, China

    Joanna K. M. Chan

Authors
  1. Eric C. K. Cheng
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  2. Joanna K. M. Chan
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Correspondence to Eric C. K. Cheng .

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Cheng, E.C.K., Chan, J.K.M. (2021). Internalisation of Metacognitive Teaching Through Lesson Study. In: Developing Metacognitive Teaching Strategies Through Lesson Study. Springer, Singapore. https://doi.org/10.1007/978-981-16-5569-2_5

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