An investigation of teacher candidates metacognitive skills according to their year of study at Canakkale

The aim of the present study is to investigate pre-service secondary mathematics teachers' cognitive-metacognitive behaviours during the mathematical problem-solving process considering class level. The study, in which the case study methodology was employed, was carried out with eight pre-service mathematics teachers, enrolled at a university in Erzincan, Turkey. We collected data via think aloud protocols in which metacognitive supports are provided and not provided and with unstructured metacognitive protocols related to the process. The metacognitive support provided to the pre-service teachers and this case caused an increase in the numbers of cognitive-metacognitive behaviours in class level in general. Any pattern was not encountered for the sequences of cognitive-metacognitive behaviours in the process of mathematical modelling during the stages in which metacognitive support was given and was not given but some little patterns were detected. It was noticed that there was no relationship with respect to the metacognitive support and without metacognitive support between and frequencies of cognitive-metacognitive behaviour mathematical modelling progress. The 1st and 2nd grade-pre-service teachers claimed that the metacognitive support contributed to them such factors as understanding and detailing, the 3rd and 4th graders expressed that it enabled them to follow, reach alternative ways of solution. The participants, during the stage in which the metacognitive support was provided, demonstrated more success during the process of mathematical modelling compared with the first stage.

show abstract

The Levels of Classroom and Pre-school Teachers' Metacognitive Awareness

Bulut¹

2018

ujer

View full text Add to dashboard Cite

The goal of this study is to specify the metacognitive awareness levels of the classroom and preschool 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 preschool 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.

show abstract

scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

Contact Info

hi@scite.ai

10624 S. Eastern Ave., Ste. A-614

Henderson, NV 89052, USA

Blog Terms and Conditions API Terms Privacy Policy Contact Cookie Preferences Do Not Sell or Share My Personal Information

Made with 💙 for researchers

Part of the Research Solutions Family.

An investigation of teacher candidates metacognitive skills according to their year of study at Canakkale

Cited by 3 publications

References 22 publications

Teachers’ knowledge and professional development for metacognitive instruction in the context of higher order thinking

Teachers’ knowledge and professional development for metacognitive instruction in the context of higher order thinking

A Case Study on Pre-service Secondary School Mathematics Teachers' Cognitive-metacognitive Behaviours in Mathematical Modelling Process

The Levels of Classroom and Pre-school Teachers' Metacognitive Awareness

Contact Info

Product

Resources

About