The influence of instructional rounds on teacher metacognition in a middle school context

This study investigated metacognitive transformation in middle school teachers through the implementation of instructional rounds (IR) as a change agent in comparison to traditional professional development. Its intention was to solve the problem of practice of non-efficacious teacher professional development by applying the existing model of IR, based on conceptual and theoretical frameworks of teacher change, cognitive development, and metacognition. A concurrent embedded mixed methods design with an intervention and control group was used for comparison of metacognitive progression. The quantitative results showed no significant differences between and among the groups, but suggested progression as a result of metacognitive miscalibration and change theory. The qualitative results showed that IR resulted in metacognitive progression. After integrating the results of both approaches, IR appeared to be an accelerant to metacognitive growth and progression. Specifically, the results showed that teaching practice is inherently metacognitive and embodies the metacognitive knowledge classes of person, task, and strategy. Next, teacher collaboration supports the perpetuation of a metacognitive experience, which innately lends itself to reflection. Thirdly, teacher reflection fosters metacognitive goals, thereby resulting in regulation of actions or strategies. Finally, teacher action derived from goal setting is, by definition, metacognitive action. In summary, IR appeared to be an effective form of professional development that increased and matured teacher metacognition.