“ Becoming a Metacognitive Teacher is a rich assemblage of theory, cases, and resources, which is essential to make metacognitive teaching a tangible reality for novice teachers.”
—Teachers College Record
“Intended as a guidebook to help early career teachers develop professional competencies, Becoming a Metacognitive Teacher: A Guide for Early and Preservice Teachers by Scales, Wolsey, and Parsons is a reader-friendly, accessible textbook that breaks down the processes of coursework, field experiences, student teaching, and one’s first year in the classroom. As such, it is a highly effective resource for both preservice teachers who hope to understand their practice and teacher educators who want to scaffold the reflective process.”
—NCTE English Education
“This book emphasizes that teaching is a deadly serious, demanding, thoughtful, pragmatic art. It pulls no punches about how difficult it is to create a productive learning environment for the 20–30 divergent students under your care in the harried environment of classrooms, and that to succeed you need a proactive, focused mental stance, a reflective, thoughtful approach, and the energy to orchestrate multiple pedagogical variables in response to constantly varying conditions.”
—Gerald G. Duffy, professor emeritus, Michigan State University
“To foster metacognitive thinking among our students, teachers must have sophisticated metacognitive skills themselves. This unique and well-grounded text demonstrates the critical role of metacognition in developing the craft of effective teaching for preservice and novice teachers."
—William Brozo, professor of literacy, School of Education, George Mason University
“Comprehensive and practical, this text provides an artful and thoughtful blend of strategies for prospective teachers' personal and professional development. The goal of developing thinking teachers who keep their students at the forefront is supported with the author’s discussion of their and others’ personal and research histories, rich vignettes, and access to multiple digital resources (e.g., TED talks, blogs, instructional videos). A text for both teacher educators and prospective teachers.”
—Victoria J. Risko, professor emerita, Vanderbilt University
