Agricultural education preservice teachers’ metacognitive processes and reflective observations during a reflection-in-action activity
Amanda Bowling, Aaron J. Giorgi, Caryn Filson, Tracy Kitchel
Abstract
The purpose of this study was to outline metacognitive experiences of preservice teachers through a collective case study. Preservice teachers observed a micro-lesson and reflected on what was observed. Data analysis revealed five themes: 1) viewing the classroom through a narrow focus, 2) if-then teaching, 3) prompted reflection led to recent, siloed preparation content, 4) a lack of actionable change through reflection, and 5) metacognition but not in action. Recommendations include facilitating reflection-in-action to support the development of metacognitive processes, deconstructing the struggle preservice teachers experience as they reflect, and conducting further investigations on how reflection-in-action impacts preservice teacher development.