The levels of cognitive engagement of lesson tasks designed by teacher education students and their use of knowledge of self-regulated learning in explanations for task design

Abstract

Using the ICAP framework (Chi & Wiley, 2014) we examined the level of cognitive engagement of lesson tasks designed by teacher education students (TES). Explanations for task design were examined for structural complexity and types of self-regulated learning (SRL) activity. Two thirds of the participants designed lesson tasks that would stimulate constructive engagement while the tasks of the remaining participants would be unlikely to stimulate constructive activity in students. Explanations for task design primarily focussed on SRL activity related to cognition in stimulating students’ understanding and showed limited structural complexity. Further attention could be given during teacher education to the importance of constructive task engagement and a wider range of SRL activity.