Samoświadomość metakognitywna w kształceniu sprawności pisania na studiach neofilologicznych. Na przykładzie italianistyki Uniwersytetu Wrocławskiego

The paper presents the results of a survey conducted in the academic year 2018/2019 among students of Italian Studies at the University of Wroclaw on metacognitive self-consciousness concerning Italian writing proficiency. The questions concerned the students' practice of written forms of expression in their private lives; the contribution (actual or anticipated) of writing proficiency in their current and future professional career; and the evaluation of the teaching of writing proficiency within the university curriculum of Italian Studies. The study was qualitative and conducted from an emic perspective, involving students in metacognitive reflection. The results of the study indicate limited metacognitive self-consciousness on the part of the students of Italian Studies, who are not, however, devoid of any criticism of the practical Italian language course curriculum.

Addressing negative symptoms in schizophrenia through Metacognitive Reflection and Insight Therapy: An illustrated Case Study

The resistance of negative symptoms to pharmacologic treatment has spurred interest in understanding the psychological factors that contribute to their formation and persistence.Accordingly, recent research has suggested that deficits in metacognition, or the ability to form integrated ideas about oneself, others and the world, are involved in the development and maintenance of negative symptoms. One implication of this work is that treatments which address metacognition may effectively lead to reduction in negative symptoms. This paper explores the application of one such treatment, designed to address deficits in metacognition, Metacognitive Reflection and Insight Therapy (MERIT), to addressing persistent negative symptoms. First the basic principles of MERIT are presented and then its potential to address negative symptoms is illustrated by a comprehensive case report.

Developing a heutagogy approach to promoting teacher competencies in Indonesia

This study aims to establish a Heutagogy approach for teacher professional education in Indonesia as an attempt to improve teacher competencies. This study will identify key elements of a Heutagogy approach derived from previous Heutagogy practices. The methods to collect data for developing the Heutagogy approach in this study employs a literature review of previous research and findings related to Heutagogy practice. In this regard, this study's established elements are Learner-determined learning, Metacognitive reflection, Collaboration, and Capability development. These elements are analysed and then incorporated into the TPE model with support from online learning tools. Capability development is the goal of experiencing each of the elements of Heutagogy in this approach. Each of these key elements will contribute to developing participants capability as professional teachers. The Heutagogy approach in this study is expected to be significant for improving teacher competencies in Indonesia. Keywords: teacher professional education, heutagogy

Teachers’ potential to promote students’ deeper learning in whole-class teaching: An observation study in Norwegian classrooms

Teachers worldwide are challenged to adjust their teaching to meet students’ needs for deeper learning. The lack of mutual understanding among researchers, policymakers and teachers tends to blur the discussion on how to enhance deeper learning through teaching, which further challenges teachers in making changes in their classroom practices. This qualitative observation study aims to explore how five skilled and experienced Norwegian teachers facilitate 10–16-year-old students’ potential deeper learning in whole-class teaching. The teachers are videotaped four times during a school year, and observations show how teachers enhance or undermine students’ active involvement, facilitate or hinder positive learning environments, support or impede deeper understanding, and stimulate or inhibit metacognitive reflection. The observations are discussed within a framework of the literature and research on how deeper learning is understood and promoted. The findings indicate how teachers’ facilitation of a supportive learning environment is essential to actively involve students in the classroom interactions and dialogue needed to promote deeper content understanding and metacognitive reflection. We explore the potential for deeper learning within whole-class teaching and argue that such potential arises when teachers facilitate collective, reciprocal, supportive, cumulative and purposeful classroom interactions. Nevertheless, we acknowledge the importance of employing varied teaching practices to further address students’ need for deeper learning. The study presents examples of whole-class teaching practices framed by theory and the earlier research on deeper learning, which may contribute to the concretization of policy changes in support of deeper learning in education.