Metacognitive awareness and the zone of proximal intermediate phase mathematics teachers’ professional development
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Resumo
This paper investigates in-service intermediate phase mathematics teachers’ metacognitive awareness based on their engagement in a professional development intervention in two rural- and one township school in South Africa. Professional teacher development interventions should be structured and collaborative as teachers tend to revert to traditional modes of teaching when interventions are brief and sporadic. This research was scaffolded across the zone of proximal teacher development (ZPTD) as conceptualized by Warford (2011). The aim of the study was to investigate how metacognitive awareness facilitated intermediate phase mathematics teachers’ ZPTD, i.e., from their actual knowledge to “proximal development”. 10 intermediate phase mathematics teachers participated in the qualitative research (n=10). The professional development intervention was conducted on two consecutive Saturdays, infused with an adapted lesson study approach. The data was collected through (i) individual interviews, (ii) reflective prompts, (iii) observations, and (iv) reflective journals. The data from each data source were coded and categorized and were triangulated to answer the research question. Participants deemed the professional development intervention and the accompanying materials as supportive and showed increased metacognitive awareness of their personal teaching praxis during and after the intervention, hence growth along the ZPTD occurred.
Dados da obra
- Tipo
- Artigo
- Periódico
- Eurasia Journal of Mathematics Science and Technology Education, v. 18, n. 8, p. em2134
- Editora
- Modestum Limited
- Ano
- 2022 (2022-07-02)
- Idioma
- en
- Palavras-chave
- metacognitive awareness; in-service teacher professional development; lesson study; teacher praxis; rural schools; township schools; South Africa
- Temas
- Formação de Professores de Matemática
- DOI
- 10.29333/ejmste/12206
- ISSN
- 1305-8215, 1305-8223
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
POTGIETER, Erika; WALT, Marthie van der. Metacognitive awareness and the zone of proximal intermediate phase mathematics teachers’ professional development. Eurasia Journal of Mathematics Science and Technology Education, v. 18, n. 8, p. em2134, 2022. DOI: https://doi.org/10.29333/ejmste/12206.
APA
Potgieter, E., & Walt, M. v. d. (2022). Metacognitive awareness and the zone of proximal intermediate phase mathematics teachers’ professional development. Eurasia Journal of Mathematics Science and Technology Education, 18(8), em2134. https://doi.org/10.29333/ejmste/12206
BibTeX
@article{potgieter2022,
author = {Potgieter, Erika and Walt, Marthie van der},
title = {Metacognitive awareness and the zone of proximal intermediate phase mathematics teachers’ professional development},
year = {2022},
journal = {Eurasia Journal of Mathematics Science and Technology Education},
volume = {18},
number = {8},
pages = {em2134},
publisher = {Modestum Limited},
doi = {10.29333/ejmste/12206},
language = {en}
}RIS
TY - JOUR AU - Potgieter, Erika AU - Walt, Marthie van der TI - Metacognitive awareness and the zone of proximal intermediate phase mathematics teachers’ professional development PY - 2022 JO - Eurasia Journal of Mathematics Science and Technology Education VL - 18 IS - 8 SP - em2134 DO - 10.29333/ejmste/12206 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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