Enhancing metacognition through experiential learning: The effects of reflective thinking on pre-service teachers’ early teaching experience

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Abstract

This study aimed to investigate the relationships between experiential learning, reflective thinking practices, and metacognitive awareness in teacher education. Experiential learning refers to the process of learning through doing, thus it enables a learner to construct knowledge, skills, and value from direct experiences. The most influential model of experiential learning theory is developed by Kolb, which linked reflections to thinking. Kolb theorized that experiential learning follows a continuous cycle that requires concrete experiences (doing), reflection on those experiences (reflective observation), processing information, and understanding of the experience (abstract conceptualization), which leads to planning and implementing what is learned in other contexts (active experimentation). Experiential learning and reflective practice can change formal learning habits and improve learning outcomes for students, as it facilitates the development of high-order skills, including professional competence, metacognition, reflective thought, and expression. The participants were pre-service teachers (N = 125) enrolled in full-time undergraduate early childhood education programs. Students were asked to respond to pre-test and post-test questionnaires before and after the practicum. The Reflective Practice and Metacognitive Awareness Inventory were chosen to assess reflective capacity and general self-regulated learning skills. The results showed that the implementation of an experiential learning approach in teacher practicum through reflective thinking practices could promote metacognitive awareness and subsequently enhance the quality of future teaching practice. However, the impacts of reflective thinking practices and metacognitive awareness on post-study daily work practice have not been measured. A recommendation would be to conduct a longitudinal study. It is vital that the experiential learning approach encourages participants to reflect, do, and share, therefore, educators may provide a platform for both pre-service and in-service teachers to construct new, shared insights and metacognitive knowledge through reflections. This study provides essential insight that helps pre-service teachers develop important 21st-century skills and strengthen their professional and educational competency.
Original languageEnglish
Title of host publicationEnhancing metacognition through experiential learning: The effects of reflective thinking on pre-service teachers’ early teaching experience
Publication statusPublished - 2023

Keywords

  • experiential learning
  • reflective thinking
  • pre-service teacher

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