Profiling pre‐service teachers’ awareness and regulation of their own thinking: evidence from an Asian country

Lee, Chwee Beng; Teo, Timothy; Chai, Ching Sing

doi:10.1080/13664530.2010.504010

Cited by 10 publications

(11 citation statements)

References 40 publications

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“…Planning and debugging strategies are higher and significantly different from other skills. Such finding is not in line with a previous research which examined preservice teachers' knowledge and regulation of their own thinking and revealed no significant difference by education level on all subscales of MAI except for evaluation [28]. It is not surprising that an individual's learning is mainly determined by the plans and targets which have been set.…”

Section: Resultscontrasting

confidence: 87%

Cognition Regulation of Biology Education Students

Widoretno¹,

Corebima²,

Susilo³

et al. 2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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Regulation of cognition is a part of metacognition serving as a basic construction of such cognitive skills in controlling learning process as planning, information management strategies, monitoring, debugging strategies, and evaluating. This explorative survey research aimed at comparing the five component skills of regulation. Participants involved in this research were 107 students of third semester of Biology Education (BE) of Faculty of Teacher Training and Education. The participants were purposively selected. The instrument used was the Metacognitive Awareness Inventory (MAI) developed by Schraw and Denisson. Data were analyzed by Anova and were further tested with the least significant difference (LSD). This study concludes that there are significant differences among the five component skills of regulation. Such differences were getting apparent after a post hoc test had been performed, particularly in three skills of regulation. Doing evaluation presents as the lowest skill and it is not significantly different from the subscale of information management strategies. Monitoring is proved as higher skills and is significantly different from the two aforementioned skills. Debugging strategies is higher than monitoring, and planning is the highest one. Both debugging strategies and planning are not significantly different. Such differences give an overview that planning serves as an individual's top priority in learning. In certain condition, he should adapt to or change strategies with regards to the goals set in planning. In reference to such findings, it is suggested that lecturers empower their students by training their skills of regulation such as through online learning and problem-based learning.

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Section: Resultscontrasting

confidence: 87%

Cognition Regulation of Biology Education Students

Widoretno¹,

Corebima²,

Susilo³

et al. 2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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“…Results show that although the participants' metacognition perceptions differed according to gender in the evaluation and organization dimensions, no significant differences were found in the other dimensions. This result which indicated no difference in the planning and total dimensions is parallel with the results found by Lee, Teo and Chai (2010).…”

Section: Discussion Conclusion and Implementationsupporting

confidence: 87%

“…Metacognition is defined as thinking about thinking (Louca, 2003). Review of the related literature (Nielsen, 2004;Yılmaz 2007;Demir, 2009;Lee, Teo & Chai, 2010, Semerci & Elaldı, 2011Özsoy & Günindi, 2011;Pinto, Iliceto, Melogno, 2012;Demir, 2013) indicates that critical thinking and metacognitive processes and skills should be given importance so that meaningful learning can happen and critical reasoning skills can be gained in the dynamic nature of learning (Nielsen, 2004;Yılmaz 2007;Demir, 2009;Lee, Teo & Chai, 2010, Semerci & Elaldı, 2011Özsoy & Günindi, 2011;Pinto, Iliceto, Melogno, 2012;Demir, 2013).…”

Section: Extended Abstract Introductionmentioning

confidence: 99%

An investigation of relations between pre-service teachers' metacognition skill levels and their critical thinking situations

Demır

Kaya

2015

Pegegog

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The main purpose of this study is to investigate prospective teachers' critical thinking and metacognition levels. The study is descriptive in nature and based on relational screening model. The participants were selected using stratified sampling method which is one of the random sampling methods, and 293 teachers became the participants of the study. The data collected via "California Critical Thinking Scale" and "Metacognition Scale" were analyzed using independent groups t-test, one-way variance analysis, correlation analysis as well as the descriptive statistics. Results show that although the participants' metacognition perceptions differed according to gender in the evaluation and organization dimensions, no significant differences were found in the other dimensions. The participants' perceived critical thinking levels did not show significant differences according to the departments they attend in the seeking truth, open-mindedness, analyticalness, systematicity, curiousness and total dimensions. Critical thinking total scores were found to display a negative relationship with evaluation, organization, and metacognition total scores while they showed a positive relationship with seeking the truth, open-mindedness, analyticalness, systematicity, self-confidence, and curiousness scores.

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“…16-25 years seniority teachers with alternative subscale of cognitive flexibility scale has been found to be higher than teachers with less seniority level. Lee, Teo and Chai (2010) also demonstrated that a significant positive correlation between cognitive skills and seniority of the teachers in their work. In this regard, the experience may be playing a positive role in the development of cognitive flexibility.…”

Section: Extended Summarymentioning

confidence: 86%

Öğretmenlerin Bilişsel Esneklik ve Mesleki Doyum Düzeyinin İncelenmesi

Üzümcü¹,

Müezzin²

2018

Sakarya University Journal of Education

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Cumhuriyeti'nde görevli öğretmenlerin bilişsel esneklik ve mesleki doyum düzeyi çeşitli değişkenler açısından incelenmiştir. Bu araştırma tarama modelinde nicel bir çalışmadır. Araştırmanın örneklemini 2014-2015 öğretim yılında Kuzey Kıbrıs Türk Cumhuriyeti (KKTC) Milli Eğitim Bakanlığı'na bağlı, devlet okullarında ve özel okullarda görevli 529 (402 kadın, 127 erkek) öğretmen oluşturmuştur. Bu çalışmada Bilişsel Esneklik Envanteri, Mesleki Doyum Ölçeği ve Kişisel Bilgi Formu kullanılmıştır. SPSS programı ile yapılan analizler sonucunda öğretmenlerin bilişsel esnekliğin kontrol alt boyutunda yaşa göre, bilişsel esnekliğin alternatifler alt boyutunda ve genel bilişsel esneklik düzeylerinde kıdeme göre ve bilişsel esnekliğin alternatifler alt boyutu düzeyinde görev yapılan kuruma göre anlamlı farklılık olduğu saptanmıştır. Öğretmenlerin mesleki doyum düzeylerinde cinsiyete, yaşa, görev yapılan kuruma, takdir alıp almama ve mesleğini severek yapıp yapmama durumlarına göre anlamlı farklılık olduğu belirlenmiştir. Öğretmenlerin bilişsel esneklik düzeyi ile mesleki doyum düzeyi arasında pozitif yönlü anlamlı bir ilişki ortaya çıkmıştır. Elde edilen bulgular doğrultusunda önerilerde bulunulmuştur.

show abstract

Profiling pre‐service teachers’ awareness and regulation of their own thinking: evidence from an Asian country

Cited by 10 publications

References 40 publications

Cognition Regulation of Biology Education Students

Cognition Regulation of Biology Education Students

An investigation of relations between pre-service teachers' metacognition skill levels and their critical thinking situations

Öğretmenlerin Bilişsel Esneklik ve Mesleki Doyum Düzeyinin İncelenmesi

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