Reflective Teacher Education and Teacher Metacognitive Ability.docVIP

 PAGE \* MERGEFORMAT 26 Reflective Teacher Education and Teacher Metacognitive Ability Abstract: Meta-cognition is a cognitive awareness, that is, as the study of cognitive awareness. In reflective teaching, teachers teaching activities, self-reflection, self-monitoring and regulation in essence is a kind of implicit meta-cognitive process. Can be seen that meta-cognitive ability is the ability of teachers to reflect on an important part. Therefore, this article by analyzing the meta-cognitive ability of teachers in reflective teacher education, the role of the teachers on how to develop meta-cognitive ability to put forward pertinent suggestions. Keywords: Reflective Teacher Education; reflective teaching; meta-cognitive ability Originated in the 20th century, 80 years Europe and the United States and other Western countries, reflective teacher education has become the hot issue of teacher education research. Reflective teacher education advocated the training of teachers the process, cultivating teacher “reflective” consciousness to constantly reflect on their own education and teaching ideas and behavior, continuous self-adjustment, self-construct, to gain continuous professional growth. Teacher of the acts of teaching philosophy and teaching process of reflection is actually a kind of implicit meta-cognitive process, or that the teacher’s self-reflection is the teachers to a certain meta-cognitive knowledge-based teaching and learning activities of their own cognitive monitor the process. Therefore, in order to truly improve the ability of teachers to reflect, in reflective teacher education should focus on teaching metacognitive ability. First, meta-cognitive theory Meta-cognition (Metacognition) is a United States child psychologist Flavell in the 20th century on the development of psychology in the 70 years proposed in the study. Meta-cognition is a cognitive awareness, that is, as the study of cognitive awareness, the