An Analysis of Metacognitive Skills for Elementary School Teachers within Curriculum Integrated Context
The Minister of Education made clear in its Curriculum Guidelines for the Compulsory School Curriculum the claim that the school curriculum should emphasize the integration of rationality and sensibility， knowledge and action， as well as humanities and technology. Team teaching was also suggested as a means to reach the integrated goal. The issue of curriculum integration had been argued for many years. Moving towards curriculum integration fielded a variety of challenges to established authority structures， ownership of knowledge， and professional identity.There is no curriculum development without teacher development. In order to enrich the integrated competence of elementary teachers， this study explores the metacognitive skills that elementary teachers bring into the context of curriculum integration. The study will use participant-observation， metacognitive dialogue- oriented in-depth interviews， focus groups， and document analysis to investigate how teachers to use the metacognitive skills， such as in self-planning， self-selecting， self-awareness， self-monitoring， and self-tuning， on the development of integrated curriculum. The implications for metacognitive skill training are discussed.
|關鍵詞||後設認知、課程統整、質化研究、Metacognitive skill、Curriculum integration、Qualitative research|