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Preservice teachers' struggle to transfer metacognitive processes from their integrated mathematics and science methods classes to their field classrooms

Abstract This study determined the extent to which preservice teachers used metacognitive lessons and prompts when teaching science and mathematics to kindergarten and first‐grade children. Twenty‐eight preservice teachers taught 10 mathematics and/or science lessons to various classes of kindergarten and first‐grade children. Their children used journaling to record the procedures, observations, conclusions, and reflections employed during the lesson. Most journal entries were used to record content while some were used to reflect on the meaning of the activities. The findings are discussed in terms of preservice teachers’ apparent difficulties in applying in their field settings what they have learned in their methods courses.