An Analysis of Metacognitive Awareness of Preservice Elementary Classroom Teachers in terms of Various Variables
Abstract
Metacognition is higher order thinking process that involves active control over the cognitive processes. People with metacognitive awareness are successful successful in planning, managing the information, monitoring, debug and evaluating. The purpose of this study is to examine the metacognitive awareness of pre-service elementary classroom
teachers in terms of grade level, willingness of selecting teaching profession and performing teaching profession after graduation. This research designed by survey model.
The sample of the study was occurred of 127 students at 1. grade, 112 students at 4. grade; from the total of 239 students, who go to Marmara University, Faculty of Education in 2011-2012 educational terms. “Inventory of Metacognitive Awareness” developed by Schraw and Dennison (1994) and conducted to Turkish by Akın, Abacı and Çetin (2007)
was used as data collection tool. Results indicated that Pre-service Elementary Classroom Teachers have highly metacognitive awareness level and this awareness differences in favor of fourth grade students. Also there are no significant differences between metacognitive awareness and willingness to selecting teaching profession, performing teaching profession after graduation.
Keywords: Pre-service teachers, pre-service elementary classroom teachers, metacognitive awareness
Keywords
Details
Primary Language
en.
Subjects
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Journal Section
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Authors
Z. Nurdan Baysal
This is me
Asena Ayvaz
This is me
Sıtkı Çekirdekçi
This is me
Faruk Malbeleği
This is me
Publication Date
December 25, 2013
Submission Date
December 25, 2013
Acceptance Date
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Published in Issue
Year 2013 Volume: 37 Number: 37