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

Abstract

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.

Methodological aspects of revealing the metacognitive potential of a teacher in the context of the development of his health-preserving competence

“…Metacognitive strategies are especially important in the health-preserving competencies activities of Physical Education Teachers. The problem of metacognition is revealed in many studies [2][3][4][5][6][7][8][9][11][12][13]. Metacognitive strategies are not only practically significant but also necessary in the health-preserving and life-saving activities of a Physical Education Teacher.…”

“…The study was conducted on the basis of a system of methods and approaches, the main of which were: metacognitive [2][3][4][5][6][7][8][9][11][12][13], methodology of archetypal psychology of C. G. Jung [14], archetypal pedagogy [15], competence, axiological. Were used: narrative, holistic, philosophical, epistemological; transdisciplinary; preventive [1] approaches and analysis of scientific literature.…”

“…The use of metacognitive phenomena in the concept of self-regulation of learning (SRL) is educationally significant [7]. For the disclosure of the significance of our problems, the studies of Aktag et al are important [8] and Bulut, [9], that indicate the need to develop the metacognitive spheres of physical education teachers and other teachers, considering this as an important component of their qualification improvement.…”

Portraying Teacher’s Metacognitive Knowledge to Promote EFL Young Learners’ Critical Thinking in Indonesia

“…Metacognitive knowledge, in particular, entails thinking levels that allow an individual to take care of their cognitive process. It serves as a behavioural characteristic that allows both teachers and students to achieve their goals (Bulut, 2018) Metacognitive knowledge encompasses three areas of information, namely an individual, learning task, and process of learning. These attributes were then known as a person knowledge, task knowledge, and strategic knowledge (Kim & Stormont, 2020).…”

Efficacy Beliefs and Metacognitive Awareness in English Language Teaching and Teacher Education

“…Metacognitive awareness has been addressed in teacher education and teaching research (e.g., Baylor, 2002;Bulut, 2018;Metallidou, 2009;Wilson & Bai, 2010) in consideration of abovementioned importance of it. In one of those studies, Şendurur, Şendurur, Mutlu and Başer (2011) explored metacognitive awareness of pre-service teachers considering demographic factors of gender, educational background and academic achievement that was addressed with GPA scores of the participants.…”