Toggle Main Menu Toggle Search

Open Access padlockePrints

Developing a pedagogy of metacognition and transfer: Some signposts for the generation and use of knowledge and the creation of research partnerships

Lookup NU author(s): Professor David Leat, Dr Mei Lin


Full text for this publication is not currently held within this repository. Alternative links are provided below where available.


Schools and teachers in England and Wales are under pressure to raise standards. Currently, there is little direct relationship between research activity and support for teachers in meeting these demands. The context for the article is teaching thinking which is being promoted as a means to raise standards by the current government. Teaching thinking includes the concepts of metacognition and transfer in its underpinnings but there is little practical assistance for teachers to make these concepts a reality in the classroom. The article describes 10 roles that teachers can perform to put these concepts into practice, which were identified by interviewing pupils who had been taught by teachers using the innovative practice of debriefing. The article discusses the broader issues of how teachers can be engaged in research and knowledge production in a more satisfying relationship than is currently the norm.

Publication metadata

Author(s): Leat D, Lin M

Publication type: Review

Publication status: Published

Journal: British Educational Research Journal

Year: 2003

Volume: 29

Issue: 3

Pages: 383-415

ISSN (print): 0141-1926

ISSN (electronic): 1469-3518


DOI: 10.1080/01411920301853