ASE Futures (Teacher Developers') Conference 2024

Both the English Core Content Framework [CCF] and the Early Career Framework [ECT] for pre-service and new teachers contain the key evidence statement that they must ‘learn that explicitly teaching pupils metacognitive strategies linked to subject knowledge, including how to plan, monitor and evaluate, supports independence and academic success’. However, student teachers often commence ITE without a robust understanding of metacognitive strategies and their application in educational contexts, and are therefore ill-prepared to explicitly model and teach it, without receiving instruction and practise themselves. This talk will focus on a semi-longitudinal intervention to enhance metacognitive awareness in first-year ITE primary undergraduates, within a science context.