The levels of classroom and pre-school teachers' metacognitive awareness
Yükleniyor...
Tarih
2018
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Horizon Research Publishing
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
The goal of this study is to specify the metacognitive awareness levels of the classroom and pre-school teachers. Metacognitive awareness of teachers has been an important research subject in educational literature. However, current research on this topic is limited. Therefore, there is more need for this kind of research and this reality makes the current research more important. Data were collected using “Metacognitive Awareness Inventory (MAI)” which was developed by Schraw and Dennison [1] translated into Turkish by Akın, Arabacı & Cetin [2]. The participants were 396 teachers in the primary school and pre-schools of Diyarbakir in the 2018-2019 academic year. Data were analyzed in terms of branch, gender and seniority variables. In analysing data, t-test, one-way analysis of variance (ANOVA) and Scheffe tests were used. Results showed the levels of the classroom and pre-school teachers’ awareness was high. It was also found that the branch and gender variables were effective on teachers' metacognitive awareness levels, while the seniority variable was not. It is necessary to develop learning strategies to improve teachers' metacognitive awareness.
Açıklama
Anahtar Kelimeler
Classroom and pre-school teachers, Metacognitive awareness, Metacognitive skills
Kaynak
Universal Journal of Educational Research
WoS Q Değeri
Scopus Q Değeri
N/A
Cilt
6
Sayı
12
Künye
Bulut, İ., (2018). The levels of classroom and pre-school teachers' metacognitive awareness. Universal Journal of Educational Research, 6(12), 2697-2706.
