Teacher Collaborative Metacognitive Feedback as the Application of Teacher Leadership Concept to Scaffold Educational Management Students’ Metacognition

Lukman Asha,Alfarabi Alfarabi,Ruly Morganna,Idi Warsah,Hamengkubuwono Hamengkubuwono

doi:10.12973/eu-jer.11.2.981

Abstract

<p style="text-align:justify">Teacher leadership theory has underlined the essence of teacher collaboration (TC) in helping students learn better. Also, many studies and theories have argued that TC can be an effective way to provide learning feedback. Thus, this mixed-method study aimed to experimentally examine the effect of teacher collaborative metacognitive feedback (TCMF) on educational management (EM) students’ metacognition, to see the different effects on EM students’ metacognition as affected by TCMF and by individual teaching metacognitive feedback (ITMF), and to qualitatively probe into students’ perceptions of teacher collaboration. The quantitative study conducted a quasi-experimental method by involving 44 EM students. A valid and reliable scale of metacognition adopted from a previous study was utilized as the instrument of data collection. The qualitative study conducted interviews with 8 students selected purposively, and the data were analyzed interactively to reach credible information. This study revealed that TCMF positively and significantly affected EM students’ metacognition. TCMF contributed to EM students’ metacognition better than ITMF did. The students perceived that TC developed their collaborative skills, continuously supporting their critical thinking skills, intercultural communicative competence, and problem-solving skills. Limitations, implications, and recommendations for further research are discussed.</p>

Highlights

Teacher leadership research has begun to shift away from solitary, heroic, and charismatic leadership to collaborative leadership (Wan et al, 2018)
The present study adopted a sequential mixed-method design to provide the answers to three research problems corresponding to the effect of teacher collaborative metacognitive feedback (TCMF) on educational management (EM) students’ metacognition, the difference in metacognition between the students receiving TCMF and those treated by individual teaching metacognitive feedback (ITMF), and the students’ perceptions of teacher collaboration (TC)
Using the above data of descriptive analysis, we proceeded to conduct the normality test in order to examine if the data were normally distributed and to have a yardstick of which formula to be utilized to answer the first research problem concerning the effect of TCMF on EM students’ metacognition

Summary

Introduction

Teacher leadership research has begun to shift away from solitary, heroic, and charismatic leadership to collaborative leadership (Wan et al, 2018). Teachers who practice leadership principles develop their potential, place a premium on students' learning competencies, and invite colleagues to collaborate in efforts to enhance their pedagogical competencies (Struyve et al, 2014). TC can be defined as a work concept in which teachers collaborate to plan lessons, implement lessons, provide learning feedback, and evaluate learning (Bottia et al, 2016). Previous studies have echoed that TC is beneficial to students’ successful learning outcomes, teacher competency improvement, institutional progress, students’ collaborative skills leading to the enhancement of critical thinking, and the embodiment of desired learning (Ibrahim, 2020; Lockton, 2019; Meyer et al, 2020; Warsah et al, 2021). In the context of higher education learning, the practice of TC is critical to providing backup for students' independent learning skills. Metacognition has two main dimensions: students' awareness of their own thinking processes and their abilities to learn independently

Methods

Results

Discussion

Conclusion