A qualitative action research study introducing a metacognitive framework for teaching preparation and analysis of its efficacy

Abstract

This qualitative study sets out to examine a teacher’s metacognitive preparation for and reflection on the mathematical content and pedagogy of a short series of Grade Six Probability lessons, with their contribution to the development of a general framework for lesson preparation from a metacognitive perspective. An action research methodology is followed in which teaching episodes are collaboratively assessed by a panel of three colleagues. These fora serve to enlighten the author of their observations after the preparation and teaching of a series of Probability lessons, which also capture audio data for deep reflections and dialogue post teaching and fora. The analysis of the data will serve as the foundation for the development of a metacognitive framework that teachers can use in their preparation for and reflection of lessons that will pay particular attention to higher cognitive engagement of teachers with content and facilitating lesson delivery, always striving for them to be of higher quality. The efficacy of this framework for the teacher-researcher’s teaching practice is also examined.