Academic Maturation and Metacognitive Strategies in Academic Research and Production

Y

10

Communities of Practice; Academic Discourse; Metacognition; Learning Strategies; Educational Research; Qualitative Research; Knowledge Management; Reflection; Graduate Study; Graduate Students; Student Research; Student Development; Interdisciplinary Approach; Difficulty Level; Case Studies; Foreign Countries; Maturity (Individuals); Research Methodology; Critical Reading; Student Participation; Teacher Student Relationship; Writing (Composition)

Brazil; Serbia

2332-3205

This qualitative research aims at linking recent findings related to cognition and self-regulated learning with complexity-driven educational framework that promotes Teacher-Learner communities of practice, in which knowledge is generated and constructed through a complex process of reflection and negotiation. Building on the data that was obtained through a textual academic literary self-report, we explore students' engagement and agency in the activities that are inherent to higher levels of academic education (Ph.D. studies), that is, researching, reading, writing, participating and interaction with other members of academic communities. The results are relevant for our deeper understanding of academic maturation from the cognitive and socio-cultural perspective within a complexity-driven, transdisciplinary educational paradigm.

As Provided

33

2016

EJ1103267