Examining Preservice Teachers’ Reflective Thinking Skills in the context of Web-Based Portfolios: The Role of Metacognitive Awareness

Abstract

This mixed method study aimed to examine if, and then potentially how, the level of preservice teachers' metacognitive awareness (MA) influences their reflective thinking on their teaching practicum experiences in the context of web-based portfolio construction. Data sources included two sets of reflection task responses and a Likert-type metacognitive awareness inventory. Data from these sources were coded and analyzed using quantitative and qualitative methods. The total number of high-level reflective thinking indicators produced by the preservice teachers with high MA was notably higher than those generated by the preservice teachers with low MA. A Wilcoxon-Mann-Whitney test revealed a statistically significant difference between the scores of high-level reflective thinking indicators exhibited by the preservice teachers with high MA and low MA. In addition, a statistically significant moderate relationship was found between the participants' total MA scores and their high-level reflective thinking scores. Findings suggested that when the participants were good at managing the three metacognitive processing skills, namely monitoring, evaluation, and planning, they more frequently exhibited the high-level reflective thinking indicators.

Relación entre factores de personalidad y metacognición en una muestra de estudiantes del último semestre de formación de programas de licenciatura en Educación en Colombia

“…y en diferentes contextos culturales (Turquía, Irán, Indonesia, Finlandia, entre otros países) a partir del uso de instrumentos de evaluación de autorreporte, entre los que se destacan el Inventario de Conciencia Metacognitiva General (MAI) (Schraw & Dennison, 1994), el Inventario de Conciencia Metacognitiva para Docentes (MAIT) (Balcikanli, 2011), una versión abreviada del MAIT (MAIT-18) (Kallio et al, 2017) y el Inventario de Metacognición del Maestro (TMI) (Jiang, Ma & Gao, 2016). Entre los resultados que han reportado estos estudios, se ha señalado que el nivel de conciencia metacognitiva de los maestros influye en su pensamiento reflexivo y sobre sus experiencias de enseñanza práctica (Adadan & Oner, 2018). De igual modo, se reporta que tanto las medidas metacognitivas como las de autoeficacia afectan el rendimiento académico de los docentes en ejercicio (Ghonsoolya, Hassan Khajavyb, & MohagheghMahjoobi, 2014).…”

Preparation of e-Prtfolio as part of job Application Skills of Undergraduates: A Qualitative Examination

“…However, this technique has evolved as e-portfolio with the advancement of technology, globally. An electronic portfolio or e-portfolio creates a platform for undergraduates to showcase their creativity and effort as part of their job preparation skills apart from their academic activities [7]. An e-portfolio incorporates latest technologies in which the developer is able prepare the compilations of their related documents in various media types including audio, video, graphics, and text [8]; [9].…”

Can we boost the Meta-cognitive Awareness of Prospective Teachers through Reflective Journals?

“…In any education system, teachers play a vital role and are responsible for their students learning and teaching itself is a very demanding task that requires the alignments in content, student's learning, and pedagogy (Feiman-Nemser, 2001;Hammerness et al, 2005) Therefore, to meet the challenges of the teaching profession, the prime objective of teacher's training programs is to convert prospective teachers into reflective teachers (Adadan and Oner, 2018). This means that teachers' training programs must be designed to provide student teachers with a broad understanding and mastery of pedagogical knowledge and pedagogical skills but also make them think critically and reflect on their teaching.…”

“…It is also giving directions and impetus to professional growth (Rodger, 2002;Shulman and Shulman, 2004). However, according to Adadan and Oner (2018) that researchers could not agree on the concrete concept of reflective thinking until now.…”

“…There is a lack of common thread for the nature of metacognition found among experts in the field. Adadan and Oner (2018) reported that most researchers rely on the original portrayal of the construct of metacognition. Generally, most of the researchers concurred on the two interrelated components of metacognition i.e.…”