Document Type
Chapter
Abstract
While reading this chapter, graduate student instructors will be able to:
- Define, identify, and explain the benefits of pedagogical metacognition.
- Understand a graduate student instructor’s experience with pedagogical metacognition in a learning community and how it enhanced her reflective and reflexive practices.
- Learn strategies to implement pedagogical metacognition in instruction.
Journal/Book Title/Conference
Exploring How We Teach: Lived Experiences, Lessons, and Research about Graduate Instructors by Graduate Instructors
Editor
Sam Clem
Publisher
Utah State University
Publication Date
8-15-2022
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Tocco, Audrey, "Practicing and Researching Pedagogical Metacognition: Benefits for Graduate Instructors during the First Year of Instruction" (2022). Exploring How We Teach. Paper 15.
https://digitalcommons.usu.edu/howweteach/15
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