Roya Q. Scales is professor of literacy education at the School of Teaching and Learning, Western Carolina University. Thomas DeVere Wolsey teaches in the Graduate School of Education at The American University in Cairo, Egypt. Seth A. Parsons is associate professor of education in the School of Education and the Sturtevant Center for Literacy at George Mason University.

• Contents (Tentative)Foreword Gerald G. DuffyPrefaceAcknowledgments1. Evidence-Based and Metacognitive Teaching: A Brief OverviewConsidering Your Plans for TeachingReflecting on TeachingThinking about MetacognitionHow to Make the Most of This BookContemplate This Vision of TeachingFurther Readings and Resources2. Metacognitive Practice from Student Teaching to Novice Teaching: Fitting the Pieces TogetherAnticipating the Chapter TopicsYour Transitioning Role Metacognition and Metacognitive TeachingTeacher Knowledge and Metacognitive TeachingWhat Are the Characteristics of Metacognitive Teachers?The Effectiveness of Metacognitive TeachingReflecting on This ChapterFurther Readings and Resources3. Focusing on Coursework for Professional Background KnowledgeAnticipating the Chapter Topics Signature Aspects of Teacher Preparation ProgramsChoosing your Teacher Preparation Program–What Stands Out?Navigating the Activity of Teaching Metacognitive Teaching as Knowledgeable NavigationThe Metacognitive Teaching CycleReflecting on This ChapterFurther Readings and Resources4. The Complexity of Becoming a Teacher in University, School, and Classroom ContextsAnticipating the Chapter TopicsExperiencing Differing Contexts—An ExamplePlotting a Course in a Complex ContextReflecting on This ChapterFurther Readings and Resources5. Connecting Coursework to InstructionAnticipating the Chapter TopicsPre-requisites for AdaptationsHow Can You Learn About Teaching from Lesson Planning?How Can You Learn About Teaching While Teaching (In-the-Moment)? How Can You Learn About Teaching After Teaching, as You Reflect on What You Taught?Reflecting on This ChapterFurther Readings and Resources6. Negotiating Classroom ComplexityAnticipating the Chapter TopicsThe Teaching JourneyThe Arc of a Teaching Career–DeVere's ExperiencesTeaching: An Ill-Structured DomainFitting the Pieces of the Teaching Puzzle TogetherReflecting on This ChapterFurther Readings and Resources7. Your Teaching JourneyAnticipating the Chapter TopicsGrowing in Teaching Over TimeBuilding on the FoundationAchieving BalanceThe Best Job in the WorldReflecting on This ChapterFurther Readings and ResourcesAppendix: Supplementary Materials for Course Instructors, Mentor Teachers, Instructional Coaches, and AdministratorsGlossaryReferencesIndexAbout the Authors

“ 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

Roya Q. Scales is professor of literacy education at the School of Teaching and Learning, Western Carolina University. Thomas DeVere Wolsey teaches in the Graduate School of Education at The American University in Cairo, Egypt. Seth A. Parsons is associate professor of education in the School of Education and the Sturtevant Center for Literacy at George Mason University.

• Contents (Tentative)Foreword Gerald G. DuffyPrefaceAcknowledgments1. Evidence-Based and Metacognitive Teaching: A Brief OverviewConsidering Your Plans for TeachingReflecting on TeachingThinking about MetacognitionHow to Make the Most of This BookContemplate This Vision of TeachingFurther Readings and Resources2. Metacognitive Practice from Student Teaching to Novice Teaching: Fitting the Pieces TogetherAnticipating the Chapter TopicsYour Transitioning Role Metacognition and Metacognitive TeachingTeacher Knowledge and Metacognitive TeachingWhat Are the Characteristics of Metacognitive Teachers?The Effectiveness of Metacognitive TeachingReflecting on This ChapterFurther Readings and Resources3. Focusing on Coursework for Professional Background KnowledgeAnticipating the Chapter Topics Signature Aspects of Teacher Preparation ProgramsChoosing your Teacher Preparation Program–What Stands Out?Navigating the Activity of Teaching Metacognitive Teaching as Knowledgeable NavigationThe Metacognitive Teaching CycleReflecting on This ChapterFurther Readings and Resources4. The Complexity of Becoming a Teacher in University, School, and Classroom ContextsAnticipating the Chapter TopicsExperiencing Differing Contexts—An ExamplePlotting a Course in a Complex ContextReflecting on This ChapterFurther Readings and Resources5. Connecting Coursework to InstructionAnticipating the Chapter TopicsPre-requisites for AdaptationsHow Can You Learn About Teaching from Lesson Planning?How Can You Learn About Teaching While Teaching (In-the-Moment)? How Can You Learn About Teaching After Teaching, as You Reflect on What You Taught?Reflecting on This ChapterFurther Readings and Resources6. Negotiating Classroom ComplexityAnticipating the Chapter TopicsThe Teaching JourneyThe Arc of a Teaching Career–DeVere's ExperiencesTeaching: An Ill-Structured DomainFitting the Pieces of the Teaching Puzzle TogetherReflecting on This ChapterFurther Readings and Resources7. Your Teaching JourneyAnticipating the Chapter TopicsGrowing in Teaching Over TimeBuilding on the FoundationAchieving BalanceThe Best Job in the WorldReflecting on This ChapterFurther Readings and ResourcesAppendix: Supplementary Materials for Course Instructors, Mentor Teachers, Instructional Coaches, and AdministratorsGlossaryReferencesIndexAbout the Authors

“ 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

Roya Q. Scales is professor of literacy education at the School of Teaching and Learning, Western Carolina University. Thomas DeVere Wolsey teaches in the Graduate School of Education at The American University in Cairo, Egypt. Seth A. Parsons is associate professor of education in the School of Education and the Sturtevant Center for Literacy at George Mason University.

• Contents (Tentative)Foreword Gerald G. DuffyPrefaceAcknowledgments1. Evidence-Based and Metacognitive Teaching: A Brief OverviewConsidering Your Plans for TeachingReflecting on TeachingThinking about MetacognitionHow to Make the Most of This BookContemplate This Vision of TeachingFurther Readings and Resources2. Metacognitive Practice from Student Teaching to Novice Teaching: Fitting the Pieces TogetherAnticipating the Chapter TopicsYour Transitioning Role Metacognition and Metacognitive TeachingTeacher Knowledge and Metacognitive TeachingWhat Are the Characteristics of Metacognitive Teachers?The Effectiveness of Metacognitive TeachingReflecting on This ChapterFurther Readings and Resources3. Focusing on Coursework for Professional Background KnowledgeAnticipating the Chapter Topics Signature Aspects of Teacher Preparation ProgramsChoosing your Teacher Preparation Program–What Stands Out?Navigating the Activity of Teaching Metacognitive Teaching as Knowledgeable NavigationThe Metacognitive Teaching CycleReflecting on This ChapterFurther Readings and Resources4. The Complexity of Becoming a Teacher in University, School, and Classroom ContextsAnticipating the Chapter TopicsExperiencing Differing Contexts—An ExamplePlotting a Course in a Complex ContextReflecting on This ChapterFurther Readings and Resources5. Connecting Coursework to InstructionAnticipating the Chapter TopicsPre-requisites for AdaptationsHow Can You Learn About Teaching from Lesson Planning?How Can You Learn About Teaching While Teaching (In-the-Moment)? How Can You Learn About Teaching After Teaching, as You Reflect on What You Taught?Reflecting on This ChapterFurther Readings and Resources6. Negotiating Classroom ComplexityAnticipating the Chapter TopicsThe Teaching JourneyThe Arc of a Teaching Career–DeVere's ExperiencesTeaching: An Ill-Structured DomainFitting the Pieces of the Teaching Puzzle TogetherReflecting on This ChapterFurther Readings and Resources7. Your Teaching JourneyAnticipating the Chapter TopicsGrowing in Teaching Over TimeBuilding on the FoundationAchieving BalanceThe Best Job in the WorldReflecting on This ChapterFurther Readings and ResourcesAppendix: Supplementary Materials for Course Instructors, Mentor Teachers, Instructional Coaches, and AdministratorsGlossaryReferencesIndexAbout the Authors

“ 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