NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1096869
Record Type: Journal
Publication Date: 2016-Jun
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1560-4292
AI as a Methodology for Supporting Educational Praxis and Teacher Metacognition
Porayska-Pomsta, Kaska
International Journal of Artificial Intelligence in Education, v26 n2 p679-700 Jun 2016
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.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A