When Teacher’s Beliefs and Student’s Self-esteem Are in Conflict: A Case for Including Social Metacognition in Teacher Education Curriculum | Chapter 7 | An Overview of Literature, Language and Education Research Vol. 2

Social metacognition is a blend of sociology, psychology and cognition. One area that this branch of study investigates is the matches and mismatches between one’s assessment of oneself and the assessment by others in a social context. The pedagogical potentials of social metacognition form the core of this paper. Though not based on any empirical study, the conclusions arrived at in this study are mainly drawn from long-time observations of the changes in the behavioural patterns of school children.

As the title suggests, this paper attempts to juxtapose these two fundamental concepts underlying the success (or failure) of teaching. Culturally absorbed professional behaviours such as teacher entitlement and teacher belief most often function in antithesis to children’s genetically acquired self-esteem. Judgments have been cited as the main component of cognition by psychologists. We judge ourselves and we are constantly being judged by others. In these simultaneously occurring processes, the data being studied need not be the same. Even if the same, the mode of observation being subjective, judgement certainly differs; and as a result, our self-judgments need not correspond with others’ assessment about us. In a social group like a class or school, this conflict leads to irreparable relationship breakdown. This paper is an attempt to study the effect of one such mismatch between teacher beliefs and student’s self-judgment by applying certain fundamental principles of social metacognition in pedagogy.

 

Author (s) Details

 

P. Bhaskaran Nair
Department of English, Pondicherry University, India.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v2/928

Adopting Cutting-edge and Pedagogical Teaching-learning Approaches to Facilitate the Teaching and Research Skills | Book Publisher International

The current medical education system places a strong emphasis on competency and requires students to develop superior lifelong learning abilities. Medical students must acquire impactful learning skills and behaviors to become more proficient future practitioners. The College of Medicine and Health Sciences (COMHS) in Oman has recently revised its medical curriculum for the undergraduate program, incorporating lifelong learning as a core competency in its updated regulations. Lifelong learning prioritizes the acquisition of metacognitive skills, the ability to learn independently, self-evaluation, and a thoughtful mindset. These qualities can be instilled in students by employing suitable instructional and innovative teaching and learning methods. This article discusses the characteristics of lifelong learning and the various instructional methods used in the Microbiology and Immunology course at COMHS to encourage lifelong learning in undergraduate medical students. The traditional method of teaching is being transformed with innovative teaching techniques. It enhances the skills to adapt modern teaching methods. It also encourages an independent thinking and creativity through experimental activities. Effective teacher must be able to deliver their knowledge using the most effective teaching methods and stay current in their area of expertise through continuous research. This learning skill sharpen the teaching and research skills of both new and experienced management teachers, researchers, and trainers.

Author(s) Details:

Dr. Mohan B. Sannathimmappa,
Department of Microbiology and Immunology, College of Medicine and Health Sciences, National University of Science and Technology, Sultanate of Oman.

Please see the link here: https://stm.bookpi.org/ACPTAFTRS/article/view/13329