The levels of cognitive engagement of lesson tasks designed by teacher education students and their use of knowledge of self-regulated learning in explanations for task design

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dc.contributor.authorLawson, M.J.
dc.contributor.authorVan Deur, P.
dc.contributor.authorScott, W.
dc.contributor.authorStephenson, H.
dc.contributor.authorKang, S.
dc.contributor.authorWyra, M.
dc.contributor.authorDarmawan, I.
dc.contributor.authorVosniadou, S.
dc.contributor.authorMurdoch, C.
dc.contributor.authorWhite, E.
dc.contributor.authorGraham, L.
dc.date.issued2023
dc.description.abstractUsing the ICAP framework (Chi & Wiley, 2014) we examined the level of cognitive engagement of lesson tasks designed by teacher education students (TES). Explanations for task design were examined for structural complexity and types of self-regulated learning (SRL) activity. Two thirds of the participants designed lesson tasks that would stimulate constructive engagement while the tasks of the remaining participants would be unlikely to stimulate constructive activity in students. Explanations for task design primarily focussed on SRL activity related to cognition in stimulating students’ understanding and showed limited structural complexity. Further attention could be given during teacher education to the importance of constructive task engagement and a wider range of SRL activity.
dc.description.statementofresponsibilityMichael J. Lawson, Penny Van Deur, Wendy Scott, Helen Stephenson, Sean Kang, Mirella Wyra, Igusti Darmawan, Stella Vosniadou, Carolyn Murdoch, Emily White, Lorraine Graham
dc.identifier.citationTeaching and Teacher Education, 2023; 125:104043-104043
dc.identifier.doi10.1016/j.tate.2023.104043
dc.identifier.issn0742-051X
dc.identifier.issn1879-2480
dc.identifier.orcidDarmawan, I. [0000-0002-7628-6434]
dc.identifier.urihttps://hdl.handle.net/2440/137674
dc.language.isoen
dc.publisherElsevier BV
dc.relation.granthttp://purl.org/au-research/grants/arc/ARC DP 42,757
dc.rights© 2023 Elsevier Ltd. All rights reserved.
dc.source.urihttps://doi.org/10.1016/j.tate.2023.104043
dc.subjectLesson task design; Cognitive engagement; Knowledge complexity; Self-regulation of learning
dc.titleThe levels of cognitive engagement of lesson tasks designed by teacher education students and their use of knowledge of self-regulated learning in explanations for task design
dc.typeJournal article
pubs.publication-statusPublished

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