Quality of teaching and learning: the role of metacognitive teaching strategies in higher-performing classrooms in Vietnam

Joan DeJaeghere, Bich Hang Duong, Vu Dao

Research output: Contribution to journalArticlepeer-review

5 Scopus citations

Abstract

Globally, education improvement aims to address the critical area of quality teaching and learning. A common emphasis on quality tends to create a binary of ‘active’ teaching methods and rote learning, while the teaching and learning processes have remained a black box in many contexts. This study explores teaching practices in natural classroom settings to show how students were engaged in ways that foster high levels of learning in Vietnam. This study used qualitative data from teacher interviews and video observations from high- and low-performing classrooms in secondary schools across Vietnam. Findings show that metacognitive teaching strategies were employed by most teachers in high-performing classrooms, including: (a) explicit strategy instruction; (b) verbalising; (c) assessment integration; (d) consistent practice; and (e) positive learning environment. This study illuminates the classroom practices for fostering metacognition and suggests implications of how these practices can meaningfully contribute to improving learning quality.

Original languageEnglish (US)
Pages (from-to)239-258
Number of pages20
JournalEducational Research for Policy and Practice
Volume22
Issue number2
DOIs
StatePublished - Jun 2023

Bibliographical note

Funding Information:
This work was supported by Oxford Policy Management, Grant No. A0268 RISE Directorate, POI 1963.

Publisher Copyright:
© 2023, The Author(s), under exclusive licence to Springer Nature Singapore Pte Ltd.

Keywords

  • Classroom observation
  • Metacognitive practices
  • Quality of teaching
  • Secondary education
  • Vietnam

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