Fostering Metacognition in a Professional Course: towards redesign of a Master’s programme in Occupational Psychology

Johnson, Sarah (2006) Fostering Metacognition in a Professional Course: towards redesign of a Master’s programme in Occupational Psychology. Investigations in university teaching and learning, 4 (1). pp. 37-49. ISSN 1740-5106

InvestigationsInUniversityTeachingAndLearning v4n1 p37-49.pdf - Published Version

Download (267kB) | Preview

Abstract / Description

Metacognitive skills such as critical reflection, problem solving and contextual/situational awareness are core employability skills (amongst others); they also foster deep, constructivist approaches to learning and facilitate lifelong learning via critical reasoning and transformation of prior learning in Piagetian terms (Montgomery, 1994; Biggs, 2003). These skills are also desired outcomes for occupational psychology master’s students/consultants-in-training (my own subject teaching area). Upon graduation, many students further their consultant-in-training skills and must continually self-monitor understanding and tailor solutions to meet client problems and challenges independently. These skills (amongst others) are then externally assessed and full chartered status awarded. Thus learning must be active and continual. However, the course aims, outcomes and assessment criteria generally make only vague references to reflection in particular; remaining mostly implicit and part of a hidden curriculum. Reflection is only informally assessed and not consistently part of the course structure or teaching strategies. Thus, these skills are often poorly demonstrated within student coursework ...

This paper discusses proposals for the redesign of the course. It deals with the enhancement of aims/outcomes with reference to one particular module, for example purposes, along with assessment criteria and teaching-learning activities, all with a view to fostering metacognitive skills of critical reflection.

Item Type: Article
Uncontrolled Keywords: Investigations in university teaching and learning, critical reflection, metacognition, problem-based learning
Subjects: 100 Philosophy & psychology > 150 Psychology
300 Social sciences > 370 Education
Department: Centre for Professional Education and Development (CPED)
School of Social Sciences (to June 2021)
School of Social Sciences and Professions
Depositing User: David Pester
Date Deposited: 09 Apr 2015 10:24
Last Modified: 19 Jul 2021 16:03


Downloads per month over past year

Downloads each year

Actions (login required)

View Item View Item