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Using Autobiographical Writing as a Metacognitive Approach to Teacher Development

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Bibliographic Details
Title: Using Autobiographical Writing as a Metacognitive Approach to Teacher Development
Language: English
Authors: Modesto, Olivia
Source: Journal of Instructional Pedagogies. Jul 2020 24.
Availability: Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2020
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Metacognition, Autobiographies, Writing (Composition), Reflection, Self Concept, Early Experience, Professional Identity, Professional Development, Individual Development, Teachers
ISSN: 2327-5324
Abstract: This article examines the use of autobiographical writing as a metacognitive approach to develop and deepen teachers' professional learning that is not commonly addressed in traditional modes of professional development activities. The author reviewed previous investigations regarding the use of autobiographies in the context of adult and teacher learning. Likewise, she reviewed metacognitive theory to examine how it related to autobiographical writing. The author found that aspects of autobiographical writing engendered self-awareness, and reflection intersected with metacognition. Writing prompts are included to encourage teachers to reflect on their experiences and serve as springboards for writing their own autobiographies.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1263986
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1263986
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  Data: Using Autobiographical Writing as a Metacognitive Approach to Teacher Development
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  Data: Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
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  Data: This article examines the use of autobiographical writing as a metacognitive approach to develop and deepen teachers' professional learning that is not commonly addressed in traditional modes of professional development activities. The author reviewed previous investigations regarding the use of autobiographies in the context of adult and teacher learning. Likewise, she reviewed metacognitive theory to examine how it related to autobiographical writing. The author found that aspects of autobiographical writing engendered self-awareness, and reflection intersected with metacognition. Writing prompts are included to encourage teachers to reflect on their experiences and serve as springboards for writing their own autobiographies.
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      – Text: English
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        PageCount: 12
    Subjects:
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Autobiographies
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      – SubjectFull: Writing (Composition)
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      – SubjectFull: Reflection
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      – SubjectFull: Self Concept
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      – SubjectFull: Early Experience
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      – SubjectFull: Professional Identity
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      – SubjectFull: Individual Development
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      – SubjectFull: Teachers
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      – TitleFull: Using Autobiographical Writing as a Metacognitive Approach to Teacher Development
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              Y: 2020
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