“Thinking About Thinking: It's not Just for Philosophers:” Using Metacognitive Journals to Teach and Learn About Constructivism

摘要

This article describes how Metacognitive Journals were used to teach prospective early childhood educators about constructivism. We emphasize the importance of modeling constructivist pedagogy and cultivating students' metacognitive potential. We share the effects on our students' learning and on our teaching. We also offer recommendations for teacher educators to incorporate Metacognitive Journals in their practice