RT info:eu-repo/semantics/article
T1 Classroom interaction and metacognition by ‘enculturation’ of thinking in early education
A1 Gómez Barreto, Isabel María
A1 Lara Ros, Sonia
A1 Pinedo González, Ruth
K1 Professional development
K1 interactions
K1 culture of thinking
K1 metacognition
AB This case study explores the impact of a thinking-based teacher training and professional development programme on the quality of classroom interactions and on students’ metacognitive capacity in early childhood education and elementary first-grade classrooms. The study was conducted in a Spanish school, and the sample comprised 13 educators and 117 students aged 4 to 7 years old. The self-assessment scale of cultural forces for the promotion of thinking was used to analyze the change in the self-perception of teachers after the completion of the thinking-based training programme. The Classroom Assessment Scoring System (CLASS) was used to assess teacher–student interactions, and the drawing-telling technique was used to analyze students’ metacognitive capacity. The results reveal that the thinking-based teacher training improved their self-assessment as teachers that promote thinking, enhance the quality of classroom interactions (organisation and learning support), and develop children’s metacognitive processes. These findings indicate that a culture of thinking helps to develop key skills for twenty-first-century teachers and students.
PB Taylor & Francis
YR 2023
FD 2023
LK https://uvadoc.uva.es/handle/10324/74325
UL https://uvadoc.uva.es/handle/10324/74325
LA eng
NO International Journal of Early Years Education, 2023, p. 1-20.
NO Producción Científica
DS UVaDOC
RD 04-abr-2025