UCL Discovery
UCL home » Library Services » Electronic resources » UCL Discovery

AI as a Methodology for Supporting Educational Praxis and Teacher Metacognition

Porayska-Pomsta, K; (2016) AI as a Methodology for Supporting Educational Praxis and Teacher Metacognition. International Journal of Artificial Intelligence in Education , 26 (2) pp. 679-700. 10.1007/s40593-016-0101-4. Green open access

[thumbnail of art%3A10.1007%2Fs40593-016-0101-4.pdf]
Preview
Text
art%3A10.1007%2Fs40593-016-0101-4.pdf

Download (520kB) | Preview

Abstract

Evidence-based practice (EBP) is of critical importance in education where emphasis is placed on the need to equip educators with an ability to independently generate and reflect on evidence of their practices in situ – a process also known as praxis. This paper examines existing research related to teachers’ metacognitive skills and, using two exemplar projects, it discusses the utility and relevance of AI methods of knowledge representation and knowledge elicitation as methodologies for supporting EBP. Research related to technology-enhanced communities of practice as a means for teachers to share and compare their knowledge with others is also examined. Suggestions for the key considerations in supporting teachers’ metacognition in praxis are made based on the review of literature and discussion of the specific projects, with the aim to highlight potential future research directions for AIEd. A proposal is made that a crucial part of AIEd’s future resides in its curating the role of AI as a methodology for supporting teacher training and continuous professional development, especially as relates to their developing metacognitive skills in relation to their practices.

Type: Article
Title: AI as a Methodology for Supporting Educational Praxis and Teacher Metacognition
Open access status: An open access version is available from UCL Discovery
DOI: 10.1007/s40593-016-0101-4
Publisher version: http://dx.doi.org/10.1007/s40593-016-0101-4
Language: English
Additional information: Copyright © The Author(s) 2016. This article is published with open access at Springerlink.com.
Keywords: AI as a methodology, Metacognition, Knowledge representation, Knowledge elicitation, Evidence-based practice in education
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/1474566
Downloads since deposit
212Downloads
Download activity - last month
Download activity - last 12 months
Downloads by country - last 12 months

Archive Staff Only

View Item View Item