Abstract
Teaching is a metacognitive pedagogical problem-solving process. Teachers’ commitment to this process can be partly influenced by their professional identity (PI) in the pursuit of identity-congruent actions and identity verification. For these pursuits, teachers produce cognitive, affective, and behavioural responses, which are the representations of PI, and use metacognition by monitoring and regulating these responses for successful pedagogical problem solving. Teachers, in turn, improve their PI and metacognition. Based on a narrative approach, the problem-solving processes of five Korean teachers of English are explored along with their PI and metacognition operation. This exploration provides the rationales for the conceptualised co-operation mechanism of teacher PI and metacognition, and also reveals the possibility of its variation. Comprehension of the mechanism enables teacher educators and policy makers to establish specific plans and procedures for principled professional development or policy support. Thus, based on the conceptualisation and findings, systematic interventions via problem-solving-based teacher education and contextual support, which help teachers develop PI and metacognition, are discussed.
Highlights
Teaching or designing teaching is an iterative problem-solving process, including planning, implementing, and evaluating pedagogical strategies [1,2,3]
Not all teachers actively engage in solving pedagogical matters, and not all are successful at it. Their commitment to and direction of problem solving can be affected by their professional identity (PI) and its content/meanings activated in their particular contexts [11,12]
When engaging in pedagogical problem solving, teachers aim to succeed in it to be recognised as professionals by others such as their students, colleagues, and administrators, so they are likely toconsciously activate their metacognition in the process of problem solving; identity activation includes the activation of related thinking procedures [14]
Summary
Teaching or designing teaching is an iterative problem-solving process, including planning, implementing, and evaluating pedagogical strategies [1,2,3] Working on these metacognitive activities [4,5,6], teachers monitor their cognitions, such as knowledge of person, task, and strategy, pedagogic actions, and related emotions, and they regulate these for the success of problem solving [7,8,9]. When engaging in pedagogical problem solving, teachers aim to succeed in it to be recognised as professionals by others such as their students, colleagues, and administrators, so they are likely to (un)consciously activate their metacognition in the process of problem solving; identity activation includes the activation of related thinking procedures [14] Using metacognition, they can manage their cognitions, emotions, and actions that constitute and represent their PI, and these processes increase the possibility of their successful problem solving [18,19]. Given that the transformed PI leads to the teacher’s changed practice [12,20,39,40], when professional learning focuses on reshaping teacher PI through problem-solving processes, it is likely to be successful
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